Abstract
The present article examines the influence of mobile learning applications on self-regulated learning among college students through a conceptual and literature-based approach. The article discusses the nature and characteristics of mobile learning and analyzes its relationship with major dimensions of self-regulated learning, including goal setting, planning, time management, self-monitoring, strategic learning, motivation regulation, help-seeking, and self-evaluation. It argues that mobile learning applications can serve as important tools for promoting learner autonomy by providing features such as reminders, notifications, progress tracking, immediate feedback, personalized learning pathways, self-assessment, multimedia resources, and collaborative learning opportunities.
However, the influence of mobile technology is not uniformly positive. Excessive smartphone use, social media distractions, multitasking, information overload, and dependence on technology may negatively affect concentration and learning regulation. Therefore, the educational effectiveness of mobile learning depends largely on the purpose, quality, frequency, and self-regulated nature of technology use. The article concludes that mobile learning applications have considerable potential to strengthen self-regulated learning among college students when integrated with appropriate pedagogical strategies, digital literacy, and guidance from teachers and institutions.