Some m-learning examines are directed in open air situations (e.g., historical centers, professional flowerbeds, and sanctuaries) (Charitonos, Blake, Scanlon, and Jones, 2012; Chen and Huang, 2012; Hwang, Wu, Zhuang, and Huang, 2013; Lai, Chang, WenShiane, Fan, and Wu, 2013). Cell phones can bolster ?exible learning in an assortment of instructive settings. Customary classrooms can likewise be changed into new learning spaces with cell phones (Chen et al., 2012). A few examinations (Edens, 2008; Gauci, Dantas, Williams, and Kemm, 2009; Lu, Pein, Hansen, Nielsen, and Stav, 2010) have investigated the utilization of the understudy reaction framework (SRS) in classroom instructing. Through SRS, every understudy with a cell phone can in a flash and namelessly react to classroom reviews and the inquiries of their educators (Davis, 2003), while teachers can in a split second evaluate the execution of their understudies and adjust their instructional methods. SRS can upgrade classroom intuitiveness, understudy engagement, and inspiration (Davis, 2003; Moredich and Moore, 2007; Siau, Sheng, and Nah, 2006). Given the ubiquity of cell phones with extensive screen among understudies, numerous teachers have started to enable their understudies to utilize cell phones to see coursewares, peruse the Internet, download instructive materials, and ?nish their classroom tests and reviews. Cell phones have a colossal potential to advance dynamic learning in the classroom (Lindquist et al., 2007). Contrasted and PCs, cell phones are more convenient and versatile, which can encourage the formation of a balanced learning condition. Also, the plenitude of portable applications (normally called versatile applications) for learning expands the likelihood of planning an assortment of small scale learning exercises in the classroom, for example, fast gathering, arbitrary inquiries, peer rating, and self-re?ection. Echeverría et al. (2011) researched how cell phones could bolster eye to eye community oriented learning in material science classes. Seol, Sharp, and Kim (2011) contended that cell phones could advance understudy request in the basic classroom. Williams and Pence (2011) investigated the utilization of cell phones in science classes and found that these gadgets were effective instruments in recovering data promptly and performing recreation tests. Zhang (2013) utilized cell phones to upgrade understudy engagement in EFL classes. Different examinations have explored the reception of cell phones in classroom educating and learning (Mittal, 2014; Thomas, O’Bannon, and Bolton, 2013).