The widespread ownership of mobile phones and tablets, and the availability of internet access across many parts of Sub-Saharan Africa have made mobile learning a viable option for enhancing students’ experiences. While several systematic literature reviews have been conducted on the region’s pre-tertiary mobile learning research landscape, there have been only a few systematic mapping studies. Using revised systematic mapping study guidelines, this study examines the trends in pre-tertiary mobile learning research in Sub-Saharan Africa, incorporating forty primary studies to contribute to knowledge on mobile learning in the region. With funders and technological companies significantly dominating mobile learning interventions, it raises important questions about who controls the focus of research studies, including publication outlets, topics of study, and geographical focus. Findings emphasize a steady stream of research, primarily donor-funded, which indicates significant external involvement and a focus on technology acceptance and user engagement.
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