  Surveys in mobile learning developed so far have analysed in a global way the
effects on the usage of mobile devices by means of general apps or apps already
developed. However, more and more teachers are developing their own apps to
address issues not covered by existing m-learning apps. In this article, by
means of a systematic literature review that covers 62 publications placed in
the hype of teacher-created m-learning apps (between 2012 and 2017, the early
adopters) and the usage of 71 apps, we have analysed the use of specific
m-learning apps. Our results show that apps have been used both out of the
classroom to develop autonomous learning or field trips, and in the classroom,
mainly, for collaborative activities. The experiences analysed only develop low
level outcomes and the results obtained are positive improving learning,
learning performance, and attitude. As a conclusion of this study is that the
results obtained with specific developed apps are quite similar to previous
general surveys and that the development of long-term experiences are required
to determine the real effect of instructional designs based on mobile devices.
These designs should also be oriented to evaluate high level skills and take
advantage of mobile features of mobile devices to develop learning activities
that be made anytime at anyplace and taking into account context and realistic
situations. Furthermore, it is considered relevant the study of the role of
educational mobile development frameworks in facilitating teachers the
development of m-learning apps.
