Developing a Mobile Learning Framework to study its effectiveness on the learning performance of secondary school students in Mauritius

Mobile learning (m-learning) has emerged as a transformative approach for enhancing access, flexibility, and engagement in education [1, 2]. Despite global advances, the integration of m-learning into secondary education in small island developing states (SIDS) remains limited, with contextual challenges including device inequality, infrastructure constraints, and teacher readiness [3–5].This study develops and validates a Mobile Learning Framework (MLF) tailored to the Mauritian secondary school context, guided by the Design Science Research Methodology (DSRM) [6]. The framework integrates motivational design principles, pedagogical alignment with the National Curriculum Framework (2018) , technological infrastructure, and teacher support. Empirical validation was carried out through mixed methods, combining pre- and post-tests, surveys, usage analytics, and qualitative feedback from students and teachers.Findings demonstrate that the MLF significantly improved student learning performance, enhanced motivation through gamification and personalization, and supported teachers in reinforcing curriculum content. The study contributes theoretically by extending motivational and technology acceptance models to secondary education, and practically by providing a scalable model for SIDS. The results highlight both the potential and challenges of embedding m-learning within national education systems.