Mobile technology can be utilized both to encourage and to distract students from educational pursuits. This project examines cell-phone based learning methods in undergraduate chemistry classrooms. It is hypothesized that the use of cell phone applications and services stimulates learning in chemistry. Information from previous studies has been collected from resources such as the Journal of Chemical Education, Journal of Distance Education, and the Education Database in order to understand, catalog and validate the uses of cellular devices in classrooms for the purpose of advancing individual learning. Results demonstrate most students are open to the use of cellular devices to help improve their learning. The cellular device can be used in a variety of ways as a tool for improving learning. However, further study is necessary to discover the specific implication of mobile learning on chemistry classrooms in undergraduate settings.
