Today’s world demands more efficient learning models that allow students to play a more active role in their education. Technology is having an impact on how instruction is delivered and how information is found and share. Until very recently, the educational models encouraged memorization as an essential learning skill. These days, technologies have changed the educational model and access to information. Knowledge is available online, mostly free, and easily accessible. Reading, sharing, listening and, doing are currently necessary skills for education. Mobile devices have become a complete set of applications, support, and help for educational organizations. By conducting an analysis of the behavior and use of mobile devices on current students, efficient educational applications can be developed. Although there are several initiatives for the use of mobile learning in education, there are also issues linked to this technology that must be addressed. In this work, we present the results of a literature review of mobile learning; the findings described are the result of the analysis of several articles obtained in three scientific repositories. This work also lists certain issues that, if properly addressed, can avoid possible complications to the implementation of this technology in education.

With the rise of information technology and digitization, education has been faced with the need to adopt new learning models using technology to create innovative educational methodologies. In addition, due to pandemic restrictions and in order to help contain the spread of the virus (COVID-19), all educational institutions have been forced to switch immediately to online education. The application of augmented reality (AR) in education provides important benefits, such as increased engagement and interactivity, and can help to minimize the negative effects of the disruption of face-to-face education. Therefore, this paper focuses on describing the effect of an augmented reality mobile application (NetAR) that was developed for engineering students as a complement to traditional education. To achieve this objective, an experimental group and a control group were established to work with the application for three weeks for three hours a day. Moreover, there are a number of usability issues with AR that may impact learning effectiveness and motivation. Therefore, the usability of the application was evaluated with the IBM Computer System Usability Questionnaire (CSUQ) tool. The usability results show that users are satisfied with NetAR, and the statistical data from the control group indicate that the application positively affects learning.

M-learning is a teaching and learning methodology that uses mobile devices that have wireless connectivity, the use of these devices offers the opportunity to learn anytime, anywhere. Several studies reveal the high penetration of mobile devices in recent years, for example, by the end of 2015 the penetration of mobile phones in the world amounted to 97 %. Nowadays the number of mobile devices globally reached 7.9 billion, more than the people on our planet. Although several researchers demonstrate the importance of m-learning in the learning process, there is a certain limitation in the use of the mobile device and the barriers in the acceptance of this technology. Since the use of technological means in the teaching-learning process is increasingly common, this article based on a review of the literature aims to present the advantages and disadvantages of the use of mobile technology and the impact it is producing in the current education.

Virtual reality (VR) has emerged as a transformative technology in education, enabling immersive simulations that foster student engagement and improve knowledge retention. This study presents a bibliometric analysis of global trends, research patterns, and challenges related to the integration of VR in educational contexts. Data were collected from the Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), and Emerging Sources Citation Index (ESCI) within the Web of Science Core Collection, including only articles also indexed in Scopus to ensure high-quality and comprehensive coverage. Of the 1220 articles published between 2010 and 2024, 97 met the inclusion criteria based on relevance, accessibility, and methodological rigor. We performed keyword analysis, citation analysis, and thematic mapping using RStudio and the Bibliometrix package. The findings indicate that the United States, China, and the United Kingdom are the most active contributors to VR research in education. VR has been applied across diverse learning modalities, enriching both formal and informal educational environments. However, its widespread adoption faces several barriers, including high implementation costs, health and safety concerns, limited curricular integration, and insufficient educator training. Proposed solutions include strategic partnerships with technology providers and the use of cloud-based infrastructures to reduce costs and complexity. This study offers actionable insights for educators, policymakers, and developers, providing a robust, data-driven foundation for the effective and equitable integration of VR in education.