Architectural and Pedagogical Affordances of Mobile Systems for Problem-Based Learning: A Systematic Literature Review

I Ketut Agus Muliana

Authors

I Ketut Agus Muliana Institut Agama Hindu Negeri Tampung Penyang Palangka Raya

Keywords:

Mobile Systems, Problem-Based Learning, Pedagogical Affordances, Software Architecture, Higher Education

Abstract

The integration of mobile systems in higher education has transitioned from static content delivery to dynamic, ubiquitous learning ecosystems. While Problem-Based Learning (PBL) demands high cognitive engagement and collaboration, there is a systemic gap between the architectural capabilities of mobile applications and their actual pedagogical effectiveness in facilitating PBL syntax. This Systematic Literature Review (SLR) aims to map and evaluate the interaction between the architectural configurations and pedagogical affordances of mobile systems in supporting PBL within higher education. Following the PRISMA guidelines, a systematic search was conducted on the Scopus database, supplemented by snowballing techniques, covering the last decade (2016–2026). A total of 32 empirical studies met the rigorous inclusion criteria and were analyzed using thematic synthesis. The findings reveal three dominant architectural spectrums: bespoke native/hybrid apps, mobile-optimized LMS integrations, and cloud-based collaborative architectures. Pedagogically, mobile systems distribute cognitive load through system-embedded and socio-collaborative scaffolding. Consequently, this socio-technical interaction significantly enhances Meaningful Learning and fosters Mindful and Joyful learning experiences. Mobile systems act as vital cognitive partners in PBL. Future research must pivot to domain-specific, customized M-PBL architectures integrating a Human-in-the-Loop (HITL) approach.

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