Understanding learners' social and psychological needs in a mobile learning environment

New technologies and digital media have significantly impacted learning (Gee, 2009). The advancements of mobile technologies have blurred the notion of traditional learning environment, since students can interact with their course materials on-the-go, which makes it possible to learn anywhere and anytime (Traxler, 2010). Due to its impact on leveraging the cognitive engagement to enhance learning, the use of new mobile technology in education and training has contributed to its added value for innovative learning (Ellis and Barrs, 2008). Previous studies defined mobile learning as being "just-in-time" situated learning, which is mediated through digital technology in response to the needs of the user (Traxler, 2010; Laurillard, 2007). However, what makes mobile learning different from other forms of technologysupported learning is the way it can mediate and facilitate the learning experience (Peters, 2009). More recently, with the launch of new mobile technologies (e.g., iPad, iPhone, Android Phone etc.), schools and training sectors have started to adopt these technologies for education. Therefore, it is important to understand how recent mobile technologies can effectively support learning in order to engage today's tech-savvy learners.