Contemporary evidence on the effectiveness of concrete and abstract representations in science education is based solely on studies conducted in college context. There it has been found that learning with abstract representations produces predominantly better outcomes than learning with concrete representations and combining the representations…

Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self-regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling…