Adelina Moura, Ph D beings by presenting a study wherein an educational game for Android devices was developed with the goal of motivating students to study a Portuguese author of classic literature in Chapter One. In Chapter Two, Ana Nobre, Ph D and Adelina Moura, Ph D review the results of two studies, one on mobile learning in teaching French as a foreign language and the other on Portuguese language as a native language. Next, Chapter Three by Mohamed Sarrab, Hafedh Al-Shihi, Zuhoor Al-Khanjari, and Asharul Islam Khan also presents a study, this time on the correlation between internet and mobile experiences and mobile learning acceptance. In Chapter Four, Ronald Hoyt Robertson III deliberates on a pilot study of the Lazy User Model to identify situations where mobile learning is more beneficial than e-Learning. Afterwards, Chapter Five by Yen-Ting Lin and Yi-Chun Lin deliberates on the implementation of mobile learning in a flipped classroom. In Chapter Six, Tiziana Maria Sirangelo presents a study on the function of mobile technologies in learning and teaching activities in science education, after which Servel Miller, Ph D and Katharine E. Welsh, Ph D discuss students’ perceptions on Bring Your Own Device (BYOD) in Chapter Seven. Lastly, Chapter Eight by Judith Ramsay, Melody M. Terras, and Elizabeth A. Boyle examines the challenges of game-based learning.
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