Abstract : While Mobile learning referred to as M-learning has mounted to prominence in higher education and has directed exponential growth in research areas, there seems to be insufficient empirical evidence from wide experimental findings to vouch for its learning effectiveness. This concern is addressed in this article by steering randomized experimentation on undergraduate students. This study examines the effectiveness of various userinterfaces of mobile devices on the M-learning attitude and perception of undergraduatesregistered in a graphic design course at a public learning institution. Students took part in three consecutive study sessions. A session comprising a demonstration of the perception of M-learning and an outline of associated mobile applications with their primary course of graphic technologies was organized delineating the scope and functionality for Mobile learning in the line of instruction of 2D and 3D Design at the university level. It was assumed that M-learning with iPad could lead to identical learning attitudes and perceptions among students as that by using an Android tablet, but students were found to have an enhanced learning attitude towards M-learning with iPad as compared to a tablet. M- learning can lead to the modeling and progression of mobile-based instructive curricula. This article aimed to provide several recommendations regarding improving the usability of the applications and enhancing readers’ knowledge to enable future researchers to identify the emerging practices of mobile learning.

Keyword : M-learning, usability, effectiveness, device compatibility, user interface