There is much research on the impact of smartphones on learning and teaching, and Chan et al. make yet another contribution to the literature. Those familiar with Chan et al.’s previous research on the experiences of students learning with smartphones [1] will find the same research questions on their learning with smartphones and the formation of identity and its management. The authors base their research on using hermeneutic phenomenology as a qualitative approach that poses many challenges. It is hard to understand hermeneutic phenomenology without practical activities, identifying and collecting experiential material, and reflecting on concrete experiences. The authors, in their own intrinsic way, state the key question for this study: “What does it mean to learn with smartphones?”

The authors present clear answers to why a study on smartphones is needed. They also try to find answers to what university students actually mean by learning. Based on phenomenological attitudes of openness and critical self-reflection, they produce interesting findings well documented by four building themes: difference, value, personality, and influence constructing an m-learning environment.

The study shows the importance of using smartphones in everyday practices and their relationship to learning. Thus, the authors conclude: “Understanding the relationship between leverage of devices and social and economic mobility is fundamental to preparing students for further study and employment.” This correlates with their finding that interaction with instructors helps to humanize the experience and facilitates learning.

This interesting study is another contribution to the literature on learning experiences in a world of ever-emerging new technologies that impact not only everyday life, but also learning and social experiences in new ways.