Digital Well-Being in Mobile Learning Technology: A Systematic Literature Review in Educational Environment.

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Bibliographic Details
Title:	Digital Well-Being in Mobile Learning Technology: A Systematic Literature Review in Educational Environment.
Authors:	Jain, Shruti¹ s.jain@euglobal.edu.eu, Shaikh, Asmat Ara² aasmat.shaikh@nmiet.edu.in, Shaheen, Ahmad³ ahmad.yahya.shaheen@aast.edu, Muliati⁴ muliati@universitasbosowa.ac.id
Source:	International Journal of Interactive Mobile Technologies. 2026, Vol. 20 Issue 7, p97-110. 14p.
Subjects:	Mobile learning, Screen time, Cognitive load, Educational technology, Digital technology, Psychological stress, Online education
Abstract:	Post-COVID is among the most transformational periods during which human beings are acquainted with the utmost use of digital devices and tools. The wave has impacted most of the industries in one way or another, including the education sector, where the stakeholders are driven or compelled to integrate online modes to keep pace with the current trends. Nevertheless, as mobile learning continues to increase, well-being has become a current issue that should be studied in depth. The current connectivity, notifications, and extended screen time affect the cognitive, emotional, and social well-being of learners. With the introduction of mobile learning in most teaching environments, the interaction between the utilization of mobile technology and the idea of digital well-being must be comprehended in order to implement a sustainable learning ecosystem. This paper conducts a systematic literature review of 20 empirical and theoretical publications related to digital well-being in mobile learning technological contexts that were published between 2015 and 2025. In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) principles, the scholarly databases, including Scopus and Web of Science, were searched systematically. The study also involves the use of the Telecom Regulatory Authority of India (TRAI) data for identifying the trends about mobile usage and a better understanding of the topic. The review evaluates the conceptualization of digital well-being; the variables that have affected the patterns of screen-time use, multitasking, online behaviors, cognitive load, and techno-stress; and the measures that have already been suggested to maintain the healthier digital habits of learners. Results indicate that although mobile learning technology is flexible, engaging, and provides individual learning patterns, it also presents a threat in terms of distraction, anxiety, fatigue, and short attention spans. There are also gaps in longitudinal evidence, cultural diversity samples, and intervention-based research. It has been recommended that digital well-being needs to be enhanced by incorporating digital self-regulation skills, adaptive interface design, and institutional policies. [ABSTRACT FROM AUTHOR]
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Database:	Engineering Source

Description
Abstract:	Post-COVID is among the most transformational periods during which human beings are acquainted with the utmost use of digital devices and tools. The wave has impacted most of the industries in one way or another, including the education sector, where the stakeholders are driven or compelled to integrate online modes to keep pace with the current trends. Nevertheless, as mobile learning continues to increase, well-being has become a current issue that should be studied in depth. The current connectivity, notifications, and extended screen time affect the cognitive, emotional, and social well-being of learners. With the introduction of mobile learning in most teaching environments, the interaction between the utilization of mobile technology and the idea of digital well-being must be comprehended in order to implement a sustainable learning ecosystem. This paper conducts a systematic literature review of 20 empirical and theoretical publications related to digital well-being in mobile learning technological contexts that were published between 2015 and 2025. In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) principles, the scholarly databases, including Scopus and Web of Science, were searched systematically. The study also involves the use of the Telecom Regulatory Authority of India (TRAI) data for identifying the trends about mobile usage and a better understanding of the topic. The review evaluates the conceptualization of digital well-being; the variables that have affected the patterns of screen-time use, multitasking, online behaviors, cognitive load, and techno-stress; and the measures that have already been suggested to maintain the healthier digital habits of learners. Results indicate that although mobile learning technology is flexible, engaging, and provides individual learning patterns, it also presents a threat in terms of distraction, anxiety, fatigue, and short attention spans. There are also gaps in longitudinal evidence, cultural diversity samples, and intervention-based research. It has been recommended that digital well-being needs to be enhanced by incorporating digital self-regulation skills, adaptive interface design, and institutional policies. [ABSTRACT FROM AUTHOR]
ISSN:	18657923
DOI:	10.3991/ijim.v20i07.61087