Abstract
The rapid integration of mobile phones into educational contexts has transformed how student access, process, and engage with learning materials. However, existing research has produced inconsistent findings, largely due to an overreliance on screen-time measures as the primary indicator of digital engagement. This study addresses this limitation by adopting a narrative systematic review of Scopus-indexed literature (2015–2025) to examine the educational impact of mobile phone use through the lenses of content type and interaction mode. The synthesis of eight selected studies reveals that educational outcomes are primarily shaped by the qualitative nature of digital engagement rather than usage duration. Specifically, educational and interactive content is associated with improved cognitive engagement, attention, and academic performance, whereas entertainment-oriented and passive content is linked to cognitive overload, reduced attention, and lower achievement. Furthermore, the findings highlight that interaction mode plays a critical role, with active engagement supporting deeper learning and fragmented or multitasking behaviors undermining it. The review also identifies contextual mediators, including sleep, mental health, and physical activity, which influence learning outcomes indirectly. Overall, the study proposes a multidimensional framework in which educational outcomes are shaped by the interaction between content type, engagement quality, and contextual factors. This research contributes to a more nuanced understanding of digital learning and provides implications for educators, policymakers, and future research.