Abstract
This meta-analysis study examines the impact of mobile applications on students’ affective outcomes in physics learning, evaluating their contribution to the development of interest and cognitive abilities. The study reviews experimental research from the Web of Science and Scopus databases, considering only controlled experimental studies. A key inclusion criterion was that the selected studies reported sample size, arithmetic mean, standard deviation, or statistical values such as t, F, and df. The latest inclusion period covers February 2025. For data analysis, a statistical package program for meta-analysis was used, and the random effects model was applied. To detect publication bias, funnel plot and “trim and fill” method test were utilized. Educational levels, publication year, main intellectual outcome, mobile learning technique, publication type, database, and cultural variables were tested as moderators. As a result, mobile applications were found to be widely effective in enhancing student interest and intellectual abilities in physics education. All hypotheses were confirmed regarding the tested moderator variables such as education level, publication year, technique, intellectual output, type of research and database and culture. In this context, recommendations were provided for researchers and practitioners.