With the rapid evolution of mobile technology, the adoption of mobile learning in education has also increased. Several studies have conducted various systematic literature reviews to discuss mobile learning from different perspectives, such as its advantages and limitations. However, limited attention has been paid to pedagogy in mobile learning. To address this gap, this study conducts a systematic review of 165 empirical studies on mobile learning to investigate the changing landscape of mobile learning pedagogy. The findings reveal that, despite the ubiquity and flexibility of mobile technologies, most mobile learning studies were conducted in formal settings. The findings also reveal that game-based learning and collaborative learning were the most frequently used pedagogical approaches. Furthermore, redefinition is the most frequently used pedagogical functionality of technology in mobile learning, based on the Substitution Augmentation Modification Redefinition (SAMR) model. The findings of this systematic literature review could be beneficial to both researchers and practitioners in highlighting how mobile learning is designed and implemented, and what gaps should be focused on to enhance pedagogical experiences on mobile devices and thus achieve better mobile learning outcomes.