Digitalizing Skills Development Through Mobile Training Technologies

In a volatile, uncertain, complex, and ambiguous (VUCA) world, education and training providers need to explore other pedagogical approaches in conducting technical and vocational courses. This study introduced a new approach to conducting electrical engineering related laboratory activities amidst online or hybrid learning modalities. Primarily, this paper examined the potential of using simulation-based (SiM) mobile learning application to develop technical and vocational skills of the users. The researcher-developed mobile learning application, Electrical Wiring Simulator (EWS), was used to collect the responses from the 345 users worldwide who downloaded the software from Google Play. The majority of the respondents came from the Republic of the Philippines, USA, Indonesia, India, Mexico, Myanmar, United Kingdom, Malaysia, and Portugal among others. The respondents reported a high potential to develop electrical wiring skills when using EWS. The results from Multiple Linear Regression Analysis indicated perceived usefulness (PU) and ease of using the mobile simulator significantly influenced the user's potential electrical wiring skills development. Lastly, the PROCESS macro showed that there is not enough evidence to show that the generation of the learners significantly moderates the effect of perceived ease of use on potential skills development.

Mobile technologies have reshaped the landscape of education and workforce training; however, research on mobile training (m-training) pedagogy remains fragmented and is often conflated with broader mobile learning (m-learning) approaches. This systematic review addresses these issues by delineating m-training as a distinct, skills-oriented approach and by synthesizing recent evidence on research trends, technological modalities, methodologies, targeted skills, and training outcomes. In line with Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, 92 relevant studies from 2014 to 2024 were analyzed. Findings indicate a marked growth in m-training research output since 2017, with a strong focus on applications in medical, engineering, and language education. Scenario-based training emerged as the predominant modality, while the adoption of augmented and virtual reality tools signals new directions in the field. Research methodologies were dominated by design/development, experimental, and mixed-methods studies, with technical skills as the primary training outcome; nevertheless, there is a rising emphasis on soft skills and the integration of multiple competencies. Notably, all studies reported positive impacts on learner proficiency and knowledge acquisition. These results highlight the unique contributions of m-training to digital education, provide actionable insights for practitioners and developers, and identify priorities for future research, particularly in underexplored domains and with emerging technologies.