ambient insight's worldwide 2014-2019 mobile learning · pdf filemorocco (in us$...

Ambient Insight's 2014-2019 Worldwide Mobile Learning Market Forecast: Premium Edition

For more information about this research, email: [email protected] 2

Table of Contents

List of Tables ............................................................... 8

List of Figures ............................................................ 17

Ambient Insight’s Organizational Enterprise Licensing Model ........ 18

Executive Overview: Mobile Learning is Mainstream ....... 19

Convergent Catalysts in the Global Mobile Learning Market .... 22

Mobile-only Countries will Always be Mobile-only ........................ 23

Boom in Mobile Learning Value-added Services (VAS) ................. 25

Strong Consumer Demand for Mobile Learning Content ............... 28

Large-Scale Smart Device Adoption .......................................... 29

Next Generation Mobile Learning Products Hit the Market ............ 31

Proximity Triggers Location-based Learning on Mobile Devices ..............32

Rapid Adoption of Augmented Learning Products .................................33

Next Generation Mobile Virtual Reality Learning Products .....................36

Sources of Data on the Worldwide Mobile Learning Market..... 39

What You Will Find in This Report ....................................... 40

Who are the Buyers? ............................................................... 41

What Are They Buying? ........................................................... 42

Related Research ............................................................................45

2014-2019 Mobile Learning Forecast and Analysis .......... 46

Africa .............................................................................. 46

Africa Demand-side Analysis .................................................... 49

Algeria ...........................................................................................50

Angola ...........................................................................................52

Benin.............................................................................................54

Botswana .......................................................................................55

Burkina Faso ..................................................................................56

Cameroon ......................................................................................56

Chad .............................................................................................58

Côte d'Ivoire (The Ivory Coast) .........................................................58

The Democratic Republic of Congo (DRC) ...........................................60

Ethiopia .........................................................................................61

Ghana ...........................................................................................63

Kenya ............................................................................................66

Madagascar ....................................................................................69

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Malawi ...........................................................................................70

Mali ...............................................................................................70

Mauritius ........................................................................................71

Morocco .........................................................................................72

Moçambique ...................................................................................73

Namibia .........................................................................................75

Niger .............................................................................................76

Nigeria...........................................................................................77

Rwanda .........................................................................................80

Senegal .........................................................................................82

South Africa ...................................................................................85

Tanzania ........................................................................................90

Tunisia...........................................................................................93

Uganda ..........................................................................................95

Zambia ..........................................................................................97

Zimbabwe ......................................................................................99

Africa Supply-side Analysis (All Countries Combined) ................ 101

Asia Pacific .................................................................... 103

Asia Pacific Demand-side Analysis ........................................... 107

Australia ...................................................................................... 108

Bangladesh .................................................................................. 111

Cambodia .................................................................................... 114

China (including Hong Kong and Macao) .......................................... 116

Consumers ............................................................................................ 117

Corporations .......................................................................................... 121

PreK-12 Schools ..................................................................................... 122

Higher Education .................................................................................... 127

Federal Government ............................................................................... 129

Local/Provincial Government .................................................................... 130

India ........................................................................................... 133

Consumers ............................................................................................ 134

Corporations .......................................................................................... 137

PreK-12 Schools ..................................................................................... 138



Local/State Government .......................................................................... 141




Indonesia ..................................................................................... 142

Consumers ............................................................................................ 144

Corporations .......................................................................................... 146

PreK-12 Schools ..................................................................................... 147




Japan .......................................................................................... 150

Consumers ............................................................................................ 151

Corporations .......................................................................................... 154

PreK-12 Schools ..................................................................................... 155



Local/Prefecture Government ................................................................... 159

Laos ............................................................................................ 160

Malaysia ...................................................................................... 163

Mongolia ...................................................................................... 166

Myanmar (Burma) ......................................................................... 168

Nepal .......................................................................................... 171

New Zealand ................................................................................ 173

Pakistan ....................................................................................... 175

The Philippines ............................................................................. 178

Singapore .................................................................................... 182

South Korea ................................................................................. 187

Consumers ............................................................................................ 187

Corporations .......................................................................................... 190

PreK-12 Schools ..................................................................................... 191




Sri Lanka ..................................................................................... 195

Taiwan......................................................................................... 198

Thailand ....................................................................................... 200

Vietnam ....................................................................................... 204




Asia Pacific Supply-side Analysis ............................................. 208

Supply-side Analysis for Asia Pacific (All Countries Combined) ............ 208

Supply-side Analysis for China ........................................................ 210

Supply-side Analysis for India ......................................................... 213

Supply-side Analysis for Indonesia .................................................. 215

Supply-side Analysis for Japan ........................................................ 216

Supply-side Analysis for South Korea............................................... 217

Eastern Europe .............................................................. 217

Eastern Europe Demand-side Analysis ..................................... 218

Albania ........................................................................................ 219

Armenia ....................................................................................... 220

Azerbaijan .................................................................................... 222

Belarus ........................................................................................ 223

Bosnia and Herzegovina ................................................................. 225

Georgia........................................................................................ 227

Kazakhstan .................................................................................. 229

Kyrgyzstan ................................................................................... 232

Moldova ....................................................................................... 233

Serbia ......................................................................................... 234

The Russian Federation .................................................................. 236

Tajikistan ..................................................................................... 238

Turkmenistan ............................................................................... 240

Ukraine ........................................................................................ 240

Uzbekistan ................................................................................... 242

Eastern Europe Supply-side Analysis (All Countries Combined) ... 243

Latin America ................................................................. 245

Latin America Demand-side Analysis ....................................... 246

Argentina ..................................................................................... 247

Bolivia ......................................................................................... 250

Brazil ........................................................................................... 253

Consumers ............................................................................................ 255

Corporations & Businesses ....................................................................... 260

PreK-12 Academic Systems ..................................................................... 262

Higher Education Institutions ................................................................... 265

Federal Government Agencies .................................................................. 268

State and Municipal Government Agencies................................................. 270

Chile ........................................................................................... 272




Colombia ..................................................................................... 274

Costa Rica .................................................................................... 276

The Dominican Republic ................................................................. 278

Ecuador ....................................................................................... 280

Guatemala ................................................................................... 282

Honduras ..................................................................................... 285

Mexico ......................................................................................... 286

Panama ....................................................................................... 288

Paraguay ..................................................................................... 290

Peru ............................................................................................ 292

Uruguay ....................................................................................... 293

Venezuela .................................................................................... 295

Latin America Supply-side Analysis (All Countries Combined) ..... 297

Brazil Supply-side Analysis ............................................................. 299

The Middle East .............................................................. 302

Middle East Demand-side Analysis .......................................... 304

Bahrain ........................................................................................ 305

Egypt .......................................................................................... 307

Israel .......................................................................................... 309

Jordan ......................................................................................... 311

Kuwait ......................................................................................... 313

Lebanon ....................................................................................... 315

Oman .......................................................................................... 317

Qatar ........................................................................................... 318

Saudi Arabia ................................................................................. 321

Turkey ......................................................................................... 324

The United Arab Emirates (UAE) ..................................................... 326

Yemen ......................................................................................... 330

Middle East Supply-side Analysis (All Countries Combined) ........ 331

North America ......................................................... 334

North America Demand-side Analysis ................................ 334

Canada................................................................................ 334

Canada Demand-side Analysis by Six Buyer Segments ...................... 335

Consumers ............................................................................................ 335


Provincial and Local Government .............................................................. 338

PreK-12 ................................................................................................ 339





Corporations .......................................................................................... 342

The United States (US) .......................................................... 343

US Demand-side Analysis by Six Buyer Segments ............................. 344

Consumers ................................................................................... 345

Consumer Spending in Eight Types of Mobile Learning Content ........... 346

Consumer Spending on Mobile Edugames by Six Categories ............... 350

Brain Trainers and Brain Fitness Games .................................................... 351

Knowledge-based Games ........................................................................ 352

Skill-based Games .................................................................................. 353

Language Learning Games ...................................................................... 353

Location-based Learning Games ............................................................... 354

Mobile Augmented Reality Edugames ........................................................ 354

Federal Government ...................................................................... 355

State and Local Governments ......................................................... 357

PreK-12 ....................................................................................... 359

Higher Education ........................................................................... 362

Corporations ................................................................................. 364

North America Supply-side Analysis ........................................ 366

Canada Supply-side Analysis by Four Product Types .......................... 368

US Supply-side Analysis by Four Product Types ................................ 370

Western Europe ............................................................. 371

Western Europe Demand-side Analysis .................................... 372

Austria ......................................................................................... 374

Belgium ....................................................................................... 376

Bulgaria ....................................................................................... 379

Croatia ........................................................................................ 381

The Czech Republic ....................................................................... 383

Denmark ...................................................................................... 386

Finland ........................................................................................ 388

France ......................................................................................... 391

Germany ...................................................................................... 394

Greece ......................................................................................... 396

Hungary ....................................................................................... 398

Ireland ........................................................................................ 401

Italy ............................................................................................ 403

Lithuania ...................................................................................... 405




The Netherlands ........................................................................... 407

Norway ........................................................................................ 410

Poland ......................................................................................... 412

Portugal ....................................................................................... 414

Romania ...................................................................................... 416

Slovakia ....................................................................................... 417

Spain ........................................................................................... 419

Sweden ....................................................................................... 421

Switzerland .................................................................................. 423

The United Kingdom (UK)............................................................... 426

Western Europe Supply-side Analysis (All Countries Combined) .. 429

Worldwide Supply-side Analysis ................................. 432

Retail Education Apps and Edugames ...................................... 433

Mobile Learning VAS ............................................................. 434

Custom Content Development Services ................................... 435

Authoring Tools and Platforms ................................................ 436

Index of Suppliers .................................................... 437

List of Tables Table 1 – 2014-2019 Worldwide Mobile Learning Market: The 119 Countries in Seven Regions Analyzed in this Report ....................................19

Table 2 –Number of Mobile Learning VAS Products by Region by End of 2014 ....................................................................................................27

Table 3 - 2014-2019 Worldwide Revenue Forecasts for Mobile Learning Products and Services by Region (in US$ Millions) ......................................46

Table 4 - 2014-2019 Revenue Forecasts for Mobile Learning by

Fourteen Countries in Africa (in US$ Millions) ............................................49

Table 5 - 2014-2019 Revenue Forecasts for Mobile Learning in Algeria (in US$ Millions) ....................................................................................50

Table 6 - 2014-2019 Revenue Forecasts for Mobile Learning in Angola (in US$ Millions) ....................................................................................52

Table 7 - 2014-2019 Revenue Forecasts for Mobile Learning in Benin (in US$ Millions) ....................................................................................54

Table 8 - 2014-2019 Revenue Forecasts for Mobile Learning in Botswana (in US$ Millions) ......................................................................55

Table 9 - 2014-2019 Revenue Forecasts for Mobile Learning in Burkina Faso (in US$ Millions) .............................................................................56

Table 10 - 2014-2019 Revenue Forecasts for Mobile Learning in Cameroon (in US$ Millions ......................................................................56




Table 11 - 2014-2019 Revenue Forecasts for Mobile Learning in Chad

(in US$ Millions) ....................................................................................58

Table 12 - 2014-2019 Revenue Forecasts for Mobile Learning in the Ivory Coast (in US$ Millions) ...................................................................58

Table 13 - 2014-2019 Revenue Forecasts for Mobile Learning in the Democratic Republic of Congo (in US$ Millions)..........................................60

Table 14 - 2014-2019 Revenue Forecasts for Mobile Learning in Ethiopia (in US$ Millions) ........................................................................61

Table 15 - 2014-2019 Revenue Forecasts for Mobile Learning in Ghana (in US$ Millions) ....................................................................................63

Table 16 - 2014-2019 Revenue Forecasts for Mobile Learning in Kenya

(in US$ Millions) ....................................................................................66

Table 17 - 2014-2019 Revenue Forecasts for Mobile Learning in

Madagascar (in US$ Millions) ...................................................................69

Table 18 - 2014-2019 Revenue Forecasts for Mobile Learning in Malawi (in US$ Millions) ....................................................................................70

Table 19 - 2014-2019 Revenue Forecasts for Mobile Learning in Mali (in

US$ Millions) .........................................................................................70

Table 20 - 2014-2019 Revenue Forecasts for Mobile Learning in Mauritius (in US$ Millions) .......................................................................71

Table 21 - 2014-2019 Revenue Forecasts for Mobile Learning in Morocco (in US$ Millions) ........................................................................72

Table 22 - 2014-2019 Revenue Forecasts for Mobile Learning in Mozambique (in US$ Millions) ..................................................................74


Namibia (in US$ Millions) ........................................................................75

Table 24 - 2014-2019 Revenue Forecasts for Mobile Learning in Niger (in US$ Millions) ....................................................................................76

Table 25 - 2014-2019 Revenue Forecasts for Mobile Learning in Nigeria (in US$ Millions) ....................................................................................77


Rwanda (in US$ Millions) ........................................................................80

Table 27 - 2014-2019 Revenue Forecasts for Mobile Learning in Senegal (in US$ Millions ..........................................................................82

Table 28 - 2014-2019 Revenue Forecasts for Mobile Learning in South Africa (in US$ Millions)............................................................................85


Tanzania (in US$ Millions ........................................................................90

Table 30 - 2014-2019 Revenue Forecasts for Mobile Learning in Tunisia (in US$ Millions ......................................................................................93

Table 31 - 2014-2019 Revenue Forecasts for Mobile Learning in Uganda (in US$ Millions ..........................................................................95

Table 32 - 2014-2019 Revenue Forecasts for Mobile Learning in Zambia (in US$ Millions ..........................................................................97

Table 33 - 2014-2019 Revenue Forecasts for Mobile Learning in Zimbabwe (in US$ Millions ......................................................................99




Table 34 - 2014-2019 Africa Revenue Forecasts for Mobile Learning by

Five Product Types (in US$ Millions) ....................................................... 102

Table 35 - 2014-2019 Revenue Forecasts for Mobile Learning by Twenty One Buying Countries in Asia (in $US Millions) .............................. 107

Table 36 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Australia (in US$ Millions) .................................................................. 108

Table 37 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Bangladesh (in US$ Millions) .............................................................. 111

Table 38 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Cambodia (in US$ Millions) ................................................................ 114

Table 39 - 2014-2019 Revenue Forecasts for Mobile Learning Products

in China (in US$ Millions) ...................................................................... 116

Table 40 - 2014-2019 China Revenue Forecasts for Mobile Learning

Products by Six Buyer Segments (in US$ Millions) .................................... 117

Table 41 - 2014-2019 China Consumer Revenue Forecasts for Four Mobile Learning Products and Services (in US$ Millions) ............................ 117

Table 42 - 2014-2019 China Consumer Forecasts for Mobile Learning

Content by Nine Subject Categories (in US$ Millions) ................................ 119

Table 43 - 2014-2019 China Corporate Revenue Forecasts for Four Mobile Learning Products and Services (in US$ Millions) ............................ 121

Table 44 - 2014-2019 China PreK-12 Revenue Forecasts for Four Mobile Learning Products and Services (in US$ Millions) ............................ 123

Table 45 - 2014-2019 China Higher Education Revenue Forecasts for Four Mobile Learning Products and Services (in US$ Millions) .................... 127

Table 46 - 2014-2019 China Federal Government Revenue Forecasts

for Four Mobile Learning Products and Services (in US$ Millions) ................ 129

Table 47 - 2014-2019 China Local/Provincial Government Revenue Forecasts for Four Mobile Learning Products and Services (in US$ Millions) .............................................................................................. 130

Table 48 - 2014-2019 Revenue Forecasts for Mobile Learning Products in India (in US$ Millions) ....................................................................... 133

Table 49 - 2014-2019 India Revenue Forecasts for Mobile Learning Products by Six Buyer Segments (in US$ Millions) .................................... 133

Table 50 - 2014-2019 India Consumer Forecasts for Mobile Learning Content by Nine Subject Categories (in US$ Millions) ................................ 134

Table 51 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Indonesia (in US$ Millions) ................................................................ 142

Table 52 - 2014-2019 Indonesia Revenue Forecasts for Mobile Learning Products by Six Buyer Segments (in US$ Millions) .................................... 143

Table 53 - 2014-2019 Indonesia Consumer Forecasts for Mobile Learning Content by Nine Subject Categories (in US$ Millions)................... 144

Table 54 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Japan (in US$ Millions) ...................................................................... 150

Table 55 - 2014-2019 Japan Revenue Forecasts for Mobile Learning

Products by Six Buyer Segments (in US$ Millions) .................................... 150

Table 56 - 2014-2019 Japan Consumer Forecasts for Mobile Learning Content by Nine Subject Categories (in US$ Millions) ................................ 152





in Laos (in US$ Millions) ........................................................................ 161

Table 58 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Malaysia (in US$ Millions) .................................................................. 163

Table 59 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Mongolia (in US$ Millions) .................................................................. 166

Table 60 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Myanmar (in US$ Millions) ................................................................. 168

Table 61 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Nepal (in US$ Millions) ...................................................................... 171


in New Zealand (in US$ Millions) ............................................................ 173


in Pakistan (in US$ Millions) .................................................................. 175

Table 64 - 2014-2019 Revenue Forecasts for Mobile Learning Products in the Philippines (in US$ Millions) .......................................................... 178


in Singapore (in US$ Millions) ................................................................ 182

Table 66 - 2014-2019 Revenue Forecasts for Mobile Learning Products in South Korea (in US$ Millions) ............................................................. 187

Table 67 - 2014-2019 South Korea Revenue Forecasts for Mobile Learning Products by Six Buyer Segments (in US$ Millions) ....................... 187

Table 68 - 2014-2019 South Korea Consumer Forecasts for Mobile Learning Content by Nine Subject Categories (in US$ Millions)................... 188


in Sri Lanka (in US$ Millions) ................................................................. 195

Table 70 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Taiwan (in US$ Millions) .................................................................... 198

Table 71 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Thailand (in US$ Millions) .................................................................. 200


in Vietnam (in US$ Millions) .................................................................. 204

Table 73 - 2014-2019 Asia Revenue Forecasts for Mobile Learning by Five Product Types (in US$ Millions) ....................................................... 208

Table 74 - 2014-2019 China Revenue Forecasts for Mobile Learning by Four Product Types (in US$ Millions) ...................................................... 210

Table 75 - 2014-2019 India Revenue Forecasts for Mobile Learning by

Four Product Types (in US$ Millions) ...................................................... 213

Table 76 - 2014-2019 Indonesia Revenue Forecasts for Mobile Learning by Four Product Types (in US$ Millions) .................................................. 215

Table 77 - 2014-2019 Japan Revenue Forecasts for Mobile Learning by Four Product Types (in US$ Millions) ...................................................... 216

Table 78 - 2014-2019 South Korea Revenue Forecasts for Mobile Learning by Four Product Types (in US$ Millions) ..................................... 217

Table 79 - 2014-2019 Revenue Forecasts for Mobile Learning by Ten Top Buying Countries in Eastern Europe (in US$ Millions) .......................... 218




Table 80 - 2014-2019 Revenue Forecasts for Mobile Learning in Albania

(in US$ Millions) .................................................................................. 219

Table 81 - 2014-2019 Revenue Forecasts for Mobile Learning in Armenia (in US$ Millions) ...................................................................... 220

Table 82 - 2014-2019 Revenue Forecasts for Mobile Learning in Azerbaijan (in US$ Millions) ................................................................... 222

Table 83 - 2014-2019 Revenue Forecasts for Mobile Learning in Belarus (in US$ Millions) ....................................................................... 223

Table 84 - 2014-2019 Revenue Forecasts for Mobile Learning in Bosnia and Herzegovina (in US$ Millions) .......................................................... 225


Georgia (in US$ Millions) ....................................................................... 228


Kazakhstan (in US$ Millions) ................................................................. 229

Table 87 - 2014-2019 Revenue Forecasts for Mobile Learning in Kyrgyzstan (in US$ Millions) .................................................................. 232


Moldova (in US$ Millions) ...................................................................... 233

Table 89 - 2014-2019 Revenue Forecasts for Mobile Learning in Serbia (in US$ Millions) .................................................................................. 234

Table 90 - 2014-2019 Revenue Forecasts for Mobile Learning in the Russian Federation (in US$ Millions) ....................................................... 236

Table 91 - 2014-2019 Revenue Forecasts for Mobile Learning in Tajikistan (in US$ Millions) .................................................................... 238


Turkmenistan (in US$ Millions) .............................................................. 240

Table 93 - 2014-2019 Revenue Forecasts for Mobile Learning in Ukraine (in US$ Millions) ....................................................................... 241

Table 94 - 2014-2019 Revenue Forecasts for Mobile Learning in Uzbekistan (in US$ Millions) .................................................................. 243

Table 95 - 2014-2019 Eastern Europe Revenue Forecasts for Mobile

Learning by Product Type (in US$ Millions) .............................................. 244

Table 96 - 2014-2019 Revenue Forecasts for Mobile Learning by Sixteen Countries in Latin America (in US$ Millions) ................................. 246

Table 97 - 2014-2019 Revenue Forecasts for Mobile Learning in Argentina (in US$ Millions) .................................................................... 247

Table 98 - 2014-2019 Revenue Forecasts for Mobile Learning in Bolivia

(in US$ Millions) .................................................................................. 250

Table 99 - 2014-2019 Revenue Forecasts for Mobile Learning Products in Brazil (in US$ Millions) ...................................................................... 253

Table 100 - 2014-2019 Brazil Revenue Forecasts for Mobile Learning Products by Six Buyer Segments (in US$ Millions) .................................... 255

Table 101 - 2014-2019 Brazil Revenue Forecasts for Mobile Learning Products by Consumers (in US$ Millions)................................................. 256

Table 102 - 2014-2019 Brazil Consumer Forecasts for Mobile Learning Content by Nine Categories (in US$ Millions) ........................................... 256




Table 103 - 2014-2019 Brazil Revenue Forecasts for Mobile Learning

Products by Corporations (in US$ Millions) .............................................. 261

Table 104 - 2014-2019 Brazil Revenue Forecasts for Mobile Learning Products by PreK-12 Buyers (in US$ Millions) .......................................... 262

Table 105 - 2014-2019 Brazil Revenue Forecasts for Mobile Learning Products by Higher Education Buyers (in US$ Millions) .............................. 266

Table 106 - 2014-2019 Brazil Revenue Forecasts for Mobile Learning Products by Federal Government Agencies (in US$ Millions) ...................... 268

Table 107 - 2014-2019 Brazil Revenue Forecasts for Mobile Learning Products by State and Local Government Agencies (in US$ Millions ............ 270

Table 108 - 2014-2019 Revenue Forecasts for Mobile Learning in Chile

(in US$ Millions) .................................................................................. 272


Colombia (in US$ Millions)..................................................................... 274

Table 110 - 2014-2019 Revenue Forecasts for Mobile Learning in Costa Rica (in US$ Millions) ............................................................................ 276

Table 111 - 2014-2019 Revenue Forecasts for Mobile Learning in the

Dominican Republic (in US$ Millions) ...................................................... 279

Table 112 - 2014-2019 Revenue Forecasts for Mobile Learning in Ecuador (in US$ Millions) ...................................................................... 280

Table 113 - 2014-2019 Revenue Forecasts for Mobile Learning in Guatemala (in US$ Millions) .................................................................. 282

Table 114 - 2014-2019 Revenue Forecasts for Mobile Learning in Honduras (in US$ Millions) .................................................................... 285


Mexico (in US$ Millions) ........................................................................ 286

Table 116 - 2014-2019 Revenue Forecasts for Mobile Learning in Panama (in US$ Millions) ...................................................................... 288

Table 117 - 2014-2019 Revenue Forecasts for Mobile Learning in Paraguay (in US$ Millions) .................................................................... 290

Table 118 - 2014-2019 Revenue Forecasts for Mobile Learning in Peru

(in US$ Millions) .................................................................................. 292

Table 119 - 2014-2019 Revenue Forecasts for Mobile Learning in Uruguay (in US$ Millions) ...................................................................... 293

Table 120 - 2014-2019 Revenue Forecasts for Mobile Learning in Venezuela (in US$ Millions) ................................................................... 295

Table 121 - 2014-2019 Latin America Revenue Forecasts for Mobile

Learning by Four Product Types (in US$ Millions) ..................................... 297

Table 122 - 2014-2019 Brazil Revenue Forecasts for Mobile Learning by Four Product Types (in $US Millions) .................................................. 299

Table 123 - 2014-2019 Revenue Forecasts for Mobile Learning by Top Buying Countries in the Middle East (in US$ Millions) ................................ 304

Table 124 - 2014-2019 Revenue Forecasts for Mobile Learning in Bahrain (in US$ Millions) ....................................................................... 305

Table 125 - 2014-2019 Revenue Forecasts for Mobile Learning in Egypt (in US$ Millions) .................................................................................. 307




Table 126 - 2014-2019 Revenue Forecasts for Mobile Learning in Israel

(in US$ Millions) .................................................................................. 309

Table 127 - 2014-2019 Revenue Forecasts for Mobile Learning in Jordan (in US$ Millions) ........................................................................ 311

Table 128 - 2014-2019 Revenue Forecasts for Mobile Learning in Kuwait (in US$ Millions) ........................................................................ 313

Table 129 - 2014-2019 Revenue Forecasts for Mobile Learning in Lebanon (in US$ Millions) ...................................................................... 315

Table 130 - 2014-2019 Revenue Forecasts for Mobile Learning in Oman (in US$ Millions) .................................................................................. 317

Table 131 - 2014-2019 Revenue Forecasts for Mobile Learning in Qatar

(in US$ Millions) .................................................................................. 319

Table 132 - 2014-2019 Revenue Forecasts for Mobile Learning in Saudi

Arabia (in US$ Millions) ......................................................................... 321

Table 133 - 2014-2019 Revenue Forecasts for Mobile Learning in Turkey (in US$ Millions) ........................................................................ 324

Table 134 - 2014-2019 Revenue Forecasts for Mobile Learning in the

UAE (in US$ Millions) ............................................................................ 326

Table 135 - 2014-2019 Revenue Forecasts for Mobile Learning in the UAE (in US$ Millions) ............................................................................ 330

Table 136 - 2014-2019 Middle East Revenue Forecasts for Mobile Learning by Product Type (in US$ Millions) .............................................. 332

Table 137 - 2014-2019 Mobile Learning Revenue Forecasts for North America Broken out by the US and Canada (in US$ Millions)...................... 334


and Services in Canada (in US$ Millions) ................................................. 334

Table 139 - 2014-2019 Canada Revenue Forecasts for Mobile Learning Products by Six Buyer Segments (in US$ Millions) .................................... 335

Table 140 - 2014-2019 Canada Consumer Forecasts for Mobile Learning Products and Services (in US$ Millions) ...................................... 335

Table 141 - 2014-2019 Canada Federal Government Forecasts for

Mobile Learning Products and Services (in US$ Millions) ............................ 337

Table 142 - 2014-2019 Canada Provincial and Local Government Forecasts for Mobile Learning Products and Services (in US$ Millions) ......... 338

Table 143 - 2014-2019 Canada PreK-12 Forecasts for Mobile Learning Products and Services (in US$ Millions) ................................................... 339

Table 144 - 2014-2019 Canada Higher Education Forecasts for Mobile

Learning Products and Services (in US$ Millions) ...................................... 340

Table 145 - 2014-2019 Canada Corporate Forecasts for Mobile Learning Products and Services (in US$ Millions) ...................................... 342

Table 146 - 2014-2019 Revenue Forecasts for Mobile Learning Products and Services in the US (in US$ Millions) .................................................. 343

Table 147 - 2014-2019 US Revenue Forecasts for Mobile Learning Products by Six Buyer Segments (in US$ Millions) .................................... 345

Table 148 - 2014-2019 US Consumer Forecasts for Mobile Learning Content by Eight Categories (in US$ Millions) .......................................... 346




Table 149 - 2014-2019 US Healthcare Continuing Medical Education

(CME) Expenditures by Delivery Medium (in US$ Millions) ......................... 349

Table 150 - 2014-2019 US Consumer Forecasts for Mobile Learning CE versus Mobile CME Content (in US$ Millions) ........................................... 350

Table 151 – 2014-2019 US Consumer Forecasts for Non-Gaming Mobile Learning Content versus Mobile Edugames (in US$ Millions) ...................... 351

Table 152 - 2014-2019 US Consumer Forecasts for Mobile Edugames by Six Game Categories (in US$ Millions) ................................................ 351

Table 153 - 2014-2019 US Federal Government Forecasts for Mobile Learning Products and Services (in US$ Millions) ...................................... 355

Table 154 - 2014-2019 US State and Local Government Forecasts for

Mobile Learning Products and Services (in US$ Millions) ............................ 357

Table 155 - 2014-2019 US PreK-12 Forecasts for Mobile Learning

Products and Services (in US$ Millions) ................................................... 360

Table 156 - 2014-2019 US Higher Education Forecasts for Mobile Learning Products and Services (in US$ Millions) ...................................... 362

Table 157 - 2014-2019 US Corporate Forecasts for Mobile Learning

Products and Services (in US$ Millions) ................................................... 365

Table 158 – 2014-2019 North America (Canada and the US Combined) Revenue Forecasts for Mobile Learning by Four Product Types (in US$ Millions) .............................................................................................. 367

Table 159 - 2014-2019 Canada Revenue Forecasts for Mobile Learning by Five Product Types (in US$ Millions) ................................................... 368

Table 160 - 2014-2019 US Revenue Forecasts for Mobile Learning by

Four Product Types (in US$ Millions) ...................................................... 370

Table 161 - 2014-2019 Revenue Forecasts for Mobile Learning by Twenty-Four Top Buying Countries in Western Europe (in US$ Millions) ...... 373

Table 162 - 2014-2019 Revenue Forecasts for Mobile Learning in Austria (in US$ Millions) ........................................................................ 374

Table 163 - 2014-2019 Revenue Forecasts for Mobile Learning in Belgium (in US$ Millions) ...................................................................... 376

Table 164 - 2014-2019 Revenue Forecasts for Mobile Learning in Bulgaria (in US$ Millions) ...................................................................... 379

Table 165 - 2014-2019 Revenue Forecasts for Mobile Learning in Croatia (in US$ Millions) ....................................................................... 381

Table 166 - 2014-2019 Revenue Forecasts for Mobile Learning in the Czech Republic (in US$ Millions) ............................................................ 383

Table 167 - 2014-2019 Revenue Forecasts for Mobile Learning in Denmark (in US$ Millions) ..................................................................... 386

Table 168 - 2014-2019 Revenue Forecasts for Mobile Learning in Finland (in US$ Millions) ....................................................................... 388

Table 169 - 2014-2019 Revenue Forecasts for Mobile Learning in France (in US$ Millions) ........................................................................ 391


Germany (in US$ Millions) ..................................................................... 394

Table 171 - 2014-2019 Revenue Forecasts for Mobile Learning in Greece (in US$ Millions) ........................................................................ 397





Hungary (in US$ Millions) ...................................................................... 398

Table 173 - 2014-2019 Revenue Forecasts for Mobile Learning in Ireland (in US$ Millions)........................................................................ 401

Table 174 - 2014-2019 Revenue Forecasts for Mobile Learning in Italy (in US$ Millions) .................................................................................. 403

Table 175 - 2014-2019 Revenue Forecasts for Mobile Learning in Lithuania (in US$ Millions) ..................................................................... 405

Table 176 - 2014-2019 Revenue Forecasts for Mobile Learning in the Netherlands (in US$ Millions) ................................................................. 407


Norway (in US$ Millions) ....................................................................... 410


Poland (in US$ Millions) ........................................................................ 412

Table 179 - 2014-2019 Revenue Forecasts for Mobile Learning in Portugal (in US$ Millions) ...................................................................... 414


Romania (in US$ Millions) ..................................................................... 416

Table 181 - 2014-2019 Revenue Forecasts for Mobile Learning in Slovakia (in US$ Millions) ...................................................................... 417

Table 182 - 2014-2019 Revenue Forecasts for Mobile Learning in Spain (in US$ Millions) .................................................................................. 419

Table 183 - 2014-2019 Revenue Forecasts for Mobile Learning in Sweden (in US$ Millions) ...................................................................... 421


Switzerland (in US$ Millions) ................................................................. 423

Table 185 -2014-2019 Revenue Forecasts for Mobile Learning in the United Kingdom (in US$ Millions) ........................................................... 426

Table 186 - 2014-2019 Western Europe Revenue Forecasts for Mobile Learning by Four Product Types (in US$ Millions) ..................................... 430

Table 187 - 2014-2019 Worldwide Revenue Forecasts for Mobile

Learning by Product Type Across All Regions Combined (in US$ Millions) .............................................................................................. 432

Table 188 - 2014-2019 Worldwide Revenue Forecasts for Mobile Learning Packaged Content by Region (in US$ Millions) ............................ 433

Table 189 – 2014-2019 Worldwide Revenue Forecasts for Mobile Learning Value Added Service (VAS) by Region (in US$ Millions) ................ 434

Table 190 – 2014-2019 Worldwide Revenue Forecasts for Mobile Learning Custom Content Development Services by Region (in US$ Millions) .............................................................................................. 436

Table 191 – 2014-2019 Worldwide Revenue Forecasts for Mobile Learning Authoring Tools and Platforms by Region (in US$ Millions) ........... 436




List of Figures Figure 1 - 2014-2019 Worldwide Mobile Learning Five-year Growth Rates by Region .....................................................................................20

Figure 2 – 2014-2019 Top Fifteen Worldwide Mobile Learning Five-year Growth Rates by Country (across all products) ..........................................21

Figure 3 – The Primary Catalysts in the Booming 2014 Worldwide

Mobile Learning Market ...........................................................................22

Figure 4 – 2008-2014 Worldwide Number of Mobile Learning VAS Products on the Market ...........................................................................26

Figure 5 - Mobile Location-based Learning (LBL): Proximity Triggers the Learning Experience ..........................................................................32

Figure 6 - 2014-2019 Worldwide Mobile Learning Five-year Growth

Rates by Four Product Types ...................................................................43

Figure 7 – 2014-2019 Top Fifteen Africa Mobile Learning Five-year Growth Rates by Country (across all products) ..........................................47

Figure 8 - 2014-2019 Africa Mobile Learning Five-year Growth Rates by Four Product Types ................................................................................48

Figure 9 - 2014-2019 Africa Mobile Learning Five-year Growth Rates by Four Product Types .............................................................................. 102

Figure 10 - 2014-2019 Top Ten Mobile Learning Five-year Growth Rates in Asia by Country ....................................................................... 104

Figure 11 - Primary Catalysts Driving the 2014-2019 Mobile Learning Market in Asia ...................................................................................... 106

Figure 12 - 2014-2019 Asia Pacific Mobile Learning Five-year Growth Rates by Four Product Types ................................................................. 209

Figure 13 - 2014-2019 Top Eight Mobile Learning Five-year Growth

Rates in Eastern Europe by Country ....................................................... 218

Figure 14 - 2014-2019 Eastern Europe Mobile Learning Five-year Growth Rates by Four Product Types ...................................................... 244

Figure 15 - 2014-2019 Top Eight Mobile Learning Five-year Growth Rates in Latin America by Country .......................................................... 245

Figure 16 - Catalysts Driving the 2014-2019 Mobile Learning Market in

Brazil .................................................................................................. 254

Figure 17 - 2014-2019 Latin America Mobile Learning Five-year Growth Rates by Five Product Types .................................................................. 298

Figure 18 - 2014-2019 Seven Mobile Learning Five-year Growth Rates in the Middle East by Country ................................................................ 302

Figure 19 - 2014-2019 Middle East Mobile Learning Five-year Growth Rates by Four Product Types ................................................................. 332

Figure 20 - Professions in the US with Continuing Education Licensure Requirements ...................................................................................... 349




Figure 21 - 2014-2019 North America Mobile Learning Five-year

Growth Rates by Four Product Types ...................................................... 367

Figure 22 - 2014-2019 Top Seven Mobile Learning Five-year Growth Rates in Western Europe by Country ...................................................... 372

Figure 23 - 2014-2019 Western Europe Mobile Learning Five-year Growth Rates by Four Product Types ...................................................... 430

Figure 24 – The 2012 Worldwide Mobile Learning VAS Ecosystem .............. 434

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Executive Overview: Mobile Learning is

Mainstream The worldwide market for Mobile Learning products and services reached

$8.4 billion in 2014. The global five-year compound annual growth rate

(CAGR) is 11.3% and revenues will reach $14.5 billion by 2019. By the end

of the forecast period, revenues for Mobile Learning will more than double in

66 countries out of the 119 countries analyzed in this report. Revenues will

more than triple in 32 countries by 2019.

Mobile Learning is the fastest evolving learning technology in the global

learning technology industry being driven by a tailwind of innovations

including (among many other things) location-based technology, proximity

beacons, motion sensors, smartphone-enabled virtual reality, mobile

augmented reality, image recognition, biological sensors, eye tracking,

haptics, gesture recognition, tilt sensors, Fresnel lenses, and biometrics.

Mobile Learning is now the most advanced learning technology in the world.

Table 1 – 2014-2019 Worldwide Mobile Learning Market: The 119 Countries in Seven Regions Analyzed in this Report

Number of Countries Analyzed

in Each Region Countries Analyzed in this Report by Region

29 Countries in Africa

Algeria, Angola, Benin, Botswana, Burkina Faso, Cameroon, Chad, Côte d'Ivoire (The Ivory Coast), the Democratic Republic of Congo (DRC), Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mauritius, Morocco, Mozambique, Namibia, Niger, Nigeria, Rwanda, Senegal, South Africa, Tanzania, Tunisia, Uganda, Zambia, and Zimbabwe

21 Countries in Asia Pacific

Australia, Bangladesh, Cambodia, China (including Hong Kong and Macao), India, Indonesia, Japan, Laos, Malaysia, Mongolia, Myanmar (Burma), Nepal, New Zealand, Pakistan, the Philippines, Singapore, South Korea, Sri Lanka, Taiwan, Thailand, and Vietnam

15 Countries in Eastern Europe

Albania, Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, Georgia, Kazakhstan, Kyrgyzstan, Moldova, the Russian Federation, Serbia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan

16 Countries in Latin America

Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, the Dominican Republic, Ecuador, Guatemala, Honduras, Mexico, Panama, Paraguay, Peru, Uruguay, and Venezuela

12 Countries in the Middle East

Bahrain, Egypt, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Turkey, the United Arab Emirates (UAE), and Yemen

2 Countries in North America

Canada and the United States

24 Countries in Western Europe

Austria, Belgium, Bulgaria, Croatia, the Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Lithuania, the Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Spain, Sweden, Switzerland, and the United Kingdom

Over 600 suppliers operating in 119 countries are cited in this report to help international suppliers identify local partners, distributors,

resellers, and potential merger and acquisition (M&A) targets.




Five-year forecasts for Mobile Learning revenues are broken out for 119

countries in this report. The countries are grouped in seven regions. It is

important to note that revenues are only addressable at the country level;

aggregate regional revenues do not provide suppliers with any meaningful

tactical data. The five-year country forecasts provided in this report are

addressable revenue opportunities for suppliers.

In 2014, the top buying Mobile Learning countries in terms of expenditures

were the US, China, India, Japan, and South Korea, respectively. By 2019,

the top-buying country will be China, followed by the US, India, Indonesia,

and Brazil.

In terms of growth, Africa, Latin America, and Asia will have the highest

growth rates throughout the forecast period. 37 of the 119 countries

analyzed in this report have growth rates above 20%, but 24 countries have

growth rates below 5%, and six countries now have flat-to-negative growth.

The countries with the lowest growth rates are early adopters and the most

mature markets in the world.

Figure 1 - 2014-2019 Worldwide Mobile Learning Five-year Growth Rates by Region

The revenues for Mobile Learning in early adopter countries are very high

and flat growth rates mean that those revenues will remain steady

throughout the forecast period.

The countries with very high growth rates are nascent markets with low

baseline revenues at the start of the forecast period. The growth rates will




slow over the forecast period in emerging markets as adoption takes hold,

yet revenues will double in any country with a growth rate over 16%.

Figure 2 – 2014-2019 Top Fifteen Worldwide Mobile Learning Five-year Growth Rates by Country (across all products)

The patterns in the countries with the highest growth rates are clear. Five of

the top fifteen growth rates are in Africa; four are in Asia, three in Africa and

three in Eastern Europe.

With a few exceptions, most of these countries have healthy, fast-growing

economies. Mobile Learning is now being embraced as an essential strategy

to advance education in these dynamic economies. Many of these countries

are mobile-only countries and Mobile Learning is the de facto dominant

learning technology.

The CAGRs have slowed over the last ten years in the early adopter

countries, which is a clear indication that Mobile Learning is now a mature

learning technology type in those countries. Mobile Learning is now

mainstream in early adopter countries like the US, Japan, South Korea,

Singapore, and all of Northern Europe.

Smartphone-enabled virtual reality education apps are an entirely new type

of Mobile Learning. Samsung, LG, Google, Merge, Fibrum, Shoogee,

HOMiDO, Wearality, and Carl Zeiss are developing smartphone-enabled VR

systems. These new products are delivery devices for Mobile Learning apps

and mobile edugames. Mobile VR education apps and edugames are coming

on the market at an incredible pace. Google and Mattel are developing a VR-

based version of the iconic View-Master. Based on Google's smartphone-

This report identifies the 119

countries in the seven regions with the highest uptake of Mobile Learning and identifies the major buying segments and the types of products they buy.




based Cardboard VR technology, the new View-Master "is your portal to

immersive, virtual reality adventures that will transport you around the

world and beyond. Stunning, 360-degree vistas will completely surround

you."

Convergent Catalysts in the Global Mobile Learning Market

While the catalysts for Mobile Learning are different for each country and

region, there are global trends that are evident. The primary catalysts in the

global Mobile Learning market are the:

Mobile-only countries leapfrogging legacy learning products

Boom in demand for Mobile Learning value-added services (VAS)

Strong consumer demand for Mobile Learning content

Large-scale smart device adoption in the consumer and academic

segments

Rapid innovation of new Mobile Learning product types

There are catalysts that are specific to particular countries and they are

discussed in the analysis of those countries. For example, in countries with

low credit card usage, direct carrier billing arrangements between the

commercial app stores and the mobile network operators (MNOs) are major

catalysts for app sales.

Figure 3 – The Primary Catalysts in the Booming 2014 Worldwide Mobile Learning Market




A host of new commercial Mobile Learning products are now on the market

including smart Location-based Learning apps, industrial augmented mobile

decision support products, and more recently, smartphone-enabled virtual

reality education apps. These next generation products are altering the

competitive landscape and represent significant new revenues for content

suppliers that target the specialized authoring platforms and delivery

devices.

Until recently, corporations were slow adopters of Mobile Learning, largely

because there was no business need in companies that employ information

workers. Self-paced eLearning is still the dominant learning technology type

used to train information workers; they spend the bulk of their day on

computers.

Mobile Learning has finally gained traction in the corporate segments across

the planet due in large part to the growing adoption of augmented mobile

performance and decision support products in particular industrial verticals

like warehousing, manufacturing, energy, aviation, automotive, and in

clinical and field-based companies.

For example, assembly workers at France-based Airbus wear smart glasses

as they install the interiors of planes. "The head-worn technology features a

camera to scan barcodes so the user can see the specific cabin plans and

information based on individual customer requirements, as well as view the

marking zone. The glasses also feature an offset screen that displays several

navigation icons and items in augmented reality. In addition, when the mark

has been made, the tool checks its location to validate the operation."

Mobile-only Countries will Always be Mobile-only

"For many, the first and only computing experience will be

mobile."

Kristin Atkins, Senior Director at Qualcomm

In many countries in across the planet, accessing the web on an Internet-

enabled feature phone or a smartphone is often a user's first Internet

experience, in what is often referred to as a Post-PC experience. In

developing economies, PC penetration is often low, yet mobile subscriptions

are quite high. In this scenario, Mobile Learning are the users' primary

learning technology and they may never be exposed to other learning

products.

Mobile Learning is the first and only learning technology experienced by

mobile users in mobile-only countries. By default, Mobile Learning is the

dominant learning technology in mobile-only countries. In 67 of the 119

countries analyzed in this report, mobile Internet access rates are

higher than PC access.

Over 93% (5.3 million) of Internet users in Nepal access the web exclusively via mobile devices. Nepal is the quintessential mobile-only country in Asia.




These countries are concentrated in Asia, Latin America, and Africa. For

example, over 85% of mobile subscribers in India access the Internet via a

mobile device; 54% of all Internet users in India are mobile-only. A full 90%

of Internet users in Cambodia access the web via their mobile device. By the

end of 2014, 46% of the Cambodian urban population and 24% of the rural

population were using smartphones.

According to Bangladesh Telecommunication Regulatory Commission

(BTRC), the country had 43.6 million active Internet users by December

2014 and 42 million of them accessed the Internet via a mobile device.

By March 2015, Thailand had a population of 67.4 million people and a

mobile penetration rate of 136%. The smartphone penetration rate by the

end of 2014 was 51%, up from 34% the year before. Only five million of the

22 million households in Thailand have a computer. Over 90% of the

population between the ages of 18 and 24 and 70% of the population over

25 access the Internet via a mobile device on a daily basis.

Laos had a mobile penetration rate of 101% by February 2015, up from 65%

in 2012. In contrast, only 13% of the population has PC access to the

Internet, mostly via Internet cafes in the urban areas.

According to the China Internet Network Information Center (CNNIC), a

government regulatory agency, mobile Internet access surpassed PC

Internet access in China by mid-2014. Over 86% of Internet users access

the web on their mobile device compared to 81% that use a PC.

Large rural populations across Latin America are now avid users of Mobile

Learning technology, while relatively few have experienced Self-paced

eLearning on a PC.

As of May 2015, all sixteen of the Latin American countries analyzed in this

report have significantly higher mobile penetration rates compared to PC-

based Internet access. In some countries, it is dramatically higher.

The Pew Research Center surveyed over 7,000 people in Ghana, Kenya,

Nigeria, Senegal, South Africa, Tanzania, and Uganda in 2014. According to

the survey, Africa has "all but skipped the landline stage of development."

The survey found that mobile penetration rates in South Africa and Nigeria

rivalled that of the US at 89%. "Landline penetration, by comparison, is

close to zero. Only about 2 percent reported having one; In the US 60

percent of Americans has a landline."

In South Africa, over 70% of all mobile users and 85% of high school and

higher education students use their phones to access the web.

At the current growth rate, over 40 million Nigerians will be accessing the

web on their mobile devices by the end of 2015. By the end of the forecast

period, over 100 million people will access the web in Nigeria via a mobile

device, far outstripping PC access.

According to the Guatemalan government, as of May 2013, Guatemala had a mobile penetration rate of over 142% compared to a PC-based Internet penetration rate of only 27.8%.




In Uganda, over 90% of the access to the Internet is via mobile devices,

making the web experience a quintessentially mobile experience for users in

that country.

Mobile users in African countries are quite advanced in the use of mobile

technology for a variety of things that are still quite rare in developed

economies. Africans now use their devices for banking, payrolls, healthcare,

everyday purchases (like bus fare and vending machines), agriculture, and

social media (the largest social media network in Africa is the mobile Mxit

platform).

Botswana had the highest mobile penetration in Africa by the end of 2014 at

a breathtaking 163%. By the end of 2014, Burkina Faso had a population of

just over 20 million and an impressive 76% mobile penetration rate. Burkina

Faso is the epitome of a mobile-only country. Over 91% of Internet access is

via mobile devices.

Morocco had 32.5 million people by the end of 2014. As of March 2015,

Morocco had a mobile penetration rate of 128%. According to the

government telecom regulator, the Agence Nationale de Reglementation de

Telecom (ANRT), 9.29 million people were accessing the web via a 3G device

at that time, up 68.8% from the year before.

According to a GSMA report called "Mobile Economy 2014: Sub-Saharan

Africa" released in November 2014, Africa "has been the world’s fastest-

growing mobile region over the last five years in terms of both unique

mobile subscribers and mobile connections, and is forecast to continue to

lead global growth through 2020. Unique mobile subscriber penetration as a

percentage of the region’s population is forecast to rise to 49 per cent by

this point." That equates to a half a billion people.

Boom in Mobile Learning Value-added Services (VAS)

Mobile Learning VAS has dramatically altered the global Mobile Learning

landscape. To date, Mobile Learning VAS products are heavily concentrated

in Asia, Africa, and Latin America.

Mobile Learning VAS is a subscription-based product sold directly to

consumers and organizations by mobile network operators (MNOs), device

makers, and content suppliers. The content is usually delivered over mobile

networks via audio, SMS, or Interactive Voice Response (IVR).

Subscription-based Mobile Learning content sold as a value-added service is

relatively new on the market and essentially represents a new type of Mobile

Learning product – a fusion of packaged content and services. Ambient

Insight has labeled this new product type "Mobile Learning VAS".

Mobile Learning VAS did not exist before 2008. There are now over 600

million subscribers across the planet; over half are in Asia. Mobile Leaning

VAS providers license content from third parties and this is now a significant

distribution model for suppliers that specialize in this type of content.

Worldwide revenues for Mobile Learning VAS products will more than quadruple over the 2014-2019 forecast period.




In May 2013, Vivo launched their Digital Communication for Mobile

Education Services platform in Brazil combining all their Mobile Learning VAS

offerings into one subscription. Vivo had over six million active users in May

2015 that pay the equivalent of $1.40 a week for a wide range of education

content. Healthcare and career advice is also included.

While La Mark's Kantoo is the dominant third-party content supplier (with

millions of subscribers) to the MNOs in Latin America, US-based Urban

Planet Mobile is gaining traction in the region.

As of June 2015, Urban English is operational in eight countries in Latin

America and attracts over 160,000 daily users. Kantoo has offices in the

region and Urban Planet Mobile distributes content through their partner

Celumanix based in Guatemala.

The major appeal of Mobile Learning VAS is the low cost of the subscription

and the ability to opt-out. Subscriptions are usually less than five dollars a

month and subscribers can opt-in or out whenever they want. Subscriptions

are usually by the day, week, or month. Multi-month subscriptions are quite

rare.

Figure 4 – 2008-2014 Worldwide Number of Mobile Learning VAS Products on the Market

By August 2015, there were over 337 operational Mobile Learning VAS

products across 73 countries. Asia had the most Mobile Learning VAS

products followed by Latin America and Africa.

The launch of new Mobile Learning VAS offerings has slowed somewhat in the past two years. Yet, on

average, 2-3 new Mobile Learning VAS products still come on the market every month.




The MNOs initially launched Mobile Learning VAS products in developing

economies in 2008 and are now expanding into the developed economies.

Mobile Learning VAS products are now also found in Australia, South Korea,

the UK, New Zealand, Taiwan, the US, Italy, Ireland, Germany, Finland,

Spain, and Japan.

Interestingly, Mobile Learning VAS has not gained any significant traction in

North America. The number of commercial products has actually declined

over the last four years. By August 2015, none of the MNOs in North

America were offering Mobile Learning VAS products.

The Mobile Learning VAS products in operation in North America are

operated by learning content providers, personal learning device

manufacturers, and educational publishers.

A US-based company called Famigo sells a subscription-based early

childhood learning content bundle. AT&T sells devices preloaded with the

service on two Samsung tablet models and three smartphones (two from LG

and one from HTC). Famigo's product is a Mobile Learning VAS that costs

parents $4.99 a month; content is updated on a daily basis.

Table 2 –Number of Mobile Learning VAS Products by Region by End of 2014

Region

Number of Mobile Learning VAS Products in

the Region

Africa 52

Asia 137

Eastern Europe 9

Latin America 74

The Middle East 21

North America 11

Western Europe 33

Totals 337

Asia accounts for the majority of Mobile Learning VAS revenues throughout

the forecast period, but it is not the fastest growing region. Eastern Europe

and Africa have the highest growth rates in the world for Mobile

Learning VAS.

There are now regional Mobile Learning VAS products offered by MNOs that

operate in specific regions. In June 2015, Qatar-based Ooredoo (formerly

Qtel) announced additional rollouts of their Mobile Academy platform. "The

Ooredoo Mobile Academy offers a next generation learning experience, with

more than 50 different courses on a wide variety of subjects, from languages

to business skills, all available via mobile phone. More than 181,000

customers are currently benefiting from the service, in markets including

Qatar, Oman, Iraq, and most recently Kuwait."




Strong Consumer Demand for Mobile Learning Content

Consumers account for the vast majority of spending on Mobile Learning in

the world. Consumers buy mobile education content and edugames; they do

not buy services or tools.

With a few exceptions, the three dominant types of Mobile Learning apps

that consistently rank as bestsellers in the various app stores in the world

are language learning apps, early childhood learning apps, and brain

trainers. Astronomy apps also rank very high in the app stores. Apple's

iTunes U is now the top downloaded free educational app in 87 of the 119

countries analyzed in this report. The iTunes U app rarely ranks below third

place in any given country.

The demand for early childhood apps is found in the consumer segment and

the PreK-3 academic sub-segment. The vast majority of Mobile Learning

products designed for young children are game-based.

Toy "R"Us sells 26 tablets for young children including devices from

LeapFrog, VTech, Little Scholar, Sprout Channel, nabi Jr, Fisher-Price,

Linsay, Tabby, and Ematic. In July 2015, the top three bestsellers were

VTech tablets.

Kurio operates in twenty-two countries and sells four devices for young

children; two tablets, a smartphone, and a small mini-tablet handheld touch

device. All of the devices have robust parental control features and come

preloaded with a large library of curated educational content. Kurio operates

their own app store; parents prepay for a "Piggy Bank" dollar amount limit

and children cannot download apps that exceed that limit. Their Kurio

XTREME tablet is quite unique and has a motion sensor allowing children to

physically interact with mobile apps and edugames.

The nabi Jr tablet is developed by a company called Fuhu. In June 2015,

Fuhu launched a subscription-based product called nabi Pass Tab, which is a

hardware and content bundle; the subscription costs $9.99 for a two-year

subscription and $14.99 for a one-year subscription.

The subscription includes unlimited access to premium content from

publishers like Disney, Discovery Communications, National Geographic Kids,

and DreamWorks Animation. The subscription "also includes full access to

Wings Learning System, a comprehensive and personalized learning system

designed to build confidence and passion for learning through skill set

mastery."

The nabi Pass Tab service is essentially a Mobile Learning VAS; Mobile

Learning VAS products that include a delivery device are rare outside of

Asia. Fuhu has garnered $66.2 million in private investment since they

launched in 2008 including a $27 million investment from the Japanese

telecom KDDI in April 2014.

In August 2015, Houghton Mifflin Harcourt (HMH) acquired MeeGenius, a

Mobile Learning content aggregator that sells content for children up to eight

years old. "Available in both iOS and Android, the award winning MeeGenius

app and subscription service offer mobile access to hundreds of classic

The demand for educational tablets for young children has attracted the attention of the major players. Samsung launched their Samsung Galaxy Tab 3 Kids tablet in August 2013. Amazon launched their Amazon Fire HD 6 Kids Edition in late

2014.




children’s stories, MeeGenius originals, and content from authors around the

world, enhanced with interactive digital features such as read-along word

highlighting, audio playback, and engaging story narration."

One relatively new trend is the adoption of educational tablets in the

preschools. Tablets and personal learning devices are now common in the

early grades, but the adoption in preschools is just gaining traction. Global

suppliers like LeapFrog and VTech cater to this demographic with tablets

preloaded with educational content for preschool children. VINCI also

operates physical preschools in North America and China and provides every

child with their VINCI tablet.

The learning technology adoption in China's preschools is unique and the

scale of adoption is not found anywhere else in the world. There are over

200,000 kindergartens (up from 134,000 in 2008) in China and over 74%

were private. In fact, the preschool segment is so commercialized in China

that the schools are often referred to as "preschool educational stores." In

China, preschools are three-year programs.

A preschool in China enrolls children from 2-5 years old and is referred to as

a kindergarten, although it is different from kindergartens in other countries

that are usually one year programs prior to first grade. As of the end of

2013, there were 42 million children enrolled in preschools in China; this is

out of a cohort of 68 million 3-5 year olds in the country.

The private chains tend to license digital learning content from third-party

suppliers. RYB Education licenses Scholastic's content and Oriental BabyCare

licenses content from McGraw-Hill. Singapore's Popular Holdings has

preschools in several major cities in China and licenses digital English

language learning products from the BBC for use in their preschool language

learning centers.

In October 2013, Australia-based SmartTrans announced that they had been

hired by 123 Education Group to develop "online and mobile services in a

rollout of an early childhood learning program." The 123 Education Group

operates a chain of kindergartens and "Early Years Centers" across China.

A company called KBTC raised $16 million in funding in June 2014. KBTC has

a licensing agreement with Sesame Street to distribute their content in

China. The company is "developing a cloud-based solution for pre-school

education."

The companies that make the educational tablets for children usually license

third-party content and this is a new distribution channel for publishers and

game companies developing content for very young children.

Large-Scale Smart Device Adoption

This report analyzes Mobile Learning content for seven primary delivery

devices: handheld gaming devices (Nintendo, Wikipad, Razer Edge, etc.),

eBook eReaders, smartphones, phablets, tablets, augmented reality

headsets (smart glasses), and smartphone-based virtual reality headsets.

Canada-based VINCI Foundation acquired a chain of over 50 preschools in China and reach over 50,000 students. Every

child in the schools is provided with the branded VINCI kids tablet preloaded with educational content.




Several suppliers develop specialized devices for education and training.

These are hardware solutions and those revenues are not part of this

analysis. That said, dedicated education tablets and personized learning

devices (PLDs) are distribution channels for content suppliers and

educational device suppliers are identified in this report.

Phablets are very popular in Asia and now in the US as well. The sales of

phablets (large screen smartphones) in the US spiked in the first half of

2015. Phablets are cannibalizing the sales of smaller smartphones and

tablets. Phablet sales in the US in the first half of 2015 were more than triple

the phablet sales for the entire year of 2014.

Smartphone adoption rates are quite high in the developed countries in

North America, Western Europe, and Asia. Yet it is in the developing

economies where smartphones sales are booming. This is due to the rollout

of wireless broadband and the availability of low-cost devices priced for the

local economies. It is the speed of the adoption that is astonishing.

Broadband penetration has more than doubled in the last two years

in South Africa. According to a December 2012 government study,

"the number of broadband subscriptions grew from 3.6 million at the

end of 2010 to 8.2 million by the end of 2012, marking a growth rate

of 128 percent." By the end of 2015, at least 80% of subscribers will

be using smartphones in South Africa.

According to the Associação Brasileira da Indústria Elétrica e

Eletrônica (ABINEE) trade group, just over 52 million smartphones

were sold in Brazil in 2014 alone; this is 16 million more than 2013.

ABINEE reported in May 2015 that 14 million smartphones were sold

in the first quarter of 2015. Over 95% of phones now sold in Brazil

are smartphones.

Ecuador had just under 16 million people by the end of 2104 and a

mobile penetration rate of 123%. The smartphone penetration rate

was 42% by the end of 2014, double from the year before.

In Malaysia, smartphone usage jumped from 47% to 63% from

2012 to 2013. By the end of 2014, 74% of mobile users in Malaysia

were using smartphones.

By the end of 2014, 38% of Vietnam’s population owned a

smartphone, up from 20% the year before. By the end of 2015,

over 50% of all phones in use in the country will be smartphones

running on 3G networks.

By the end of December 2014, barely 5% of mobile subscribers in

Pakistan were using smartphones on wireless 3G and 4G networks;

yet this is growing by 2 million people a month. By the end of

2015, there will be over 33 million smartphone users in Pakistan.

In February 2015, Cisco released the results of a study that showed that by

the end of 2014, there were 140 million smartphones in use in India, a

Intel estimates that devices makers that are using the Intel Education Tablet design specification will ship over a million Education Tablets in 2015.

In Sri Lanka, smartphones sales increased over 100% in 2014 compared to the year before and now account for 20% of all phones in Sri Lanka.




growth of 49.3 million in one year. The study predicted that by 2019, 51% of

all phones in India will be smartphones.

The most significant trend driving the uptake of Mobile Learning in academic

segments across the globe is the adoption of tablets in the schools. This is

occurring at various levels in almost every country analyzed in this report.

Governments are launching national programs to provide tablets (and digital

content) to schools and many are large-scale efforts.

The presence of large tablet deployments is a significant revenue

opportunity for the major Mobile Learning content suppliers. Yet, the smaller

scale mid-tier deployments can also offer revenue opportunities, particularly

for domestic suppliers.

There are hundreds of smaller scale deployments ranging from 25,000 to

200,000 in school systems across the planet. Along with the large-scale

deployments, hundreds of mid-tier deployments are also identified by

country in this report.

It should be noted that tablet procurement in the academic segments is by

and large a policy decision and things can literally change overnight. Major

tablet initiatives were rolled back in the Russian Federation, South Korea,

and Thailand. Of course, the infamous botched rollout in the Los Angeles

United School District is now the poster child of how not to deploy tablets.

Other countries have stayed the course and are systematically deploying

tablets in the schools. In August 2014, the Mexican federal government

began distributing 710,000 tablets in the elementary schools: 93% of the

tablets went to students and 7% went to teachers.

In March 2015, the Mexican government announced a tender for an

additional 1.14 million tablets that will be given to fifth graders in 15 states.

The government's goal is to connect every school in Mexico with Internet

access by 2018.

The Turkish government began distributing tablets to schools in February

2012. In June 2013, the Turkish Education Ministry issued a tender for 10.6

million tablet PCs. Although the tender was open to international device

makers, three domestic firms obtained the first contracts: Mobile, Vestel,

and Telpa Telekom. In May 2015, the government stated that they

were on track to distribute over ten million additional tablets

between 2016 and 2020.

Next Generation Mobile Learning Products Hit the Market

A wave of new sophisticated (and relatively inexpensive) augmented reality

(AR) and virtual reality (VR) education and training products have come on

the market in just the last two years. Smartphone-enabled virtual reality

education apps are an entirely new type of Mobile Learning.




Proximity Triggers Location-based Learning on Mobile Devices

Location-based Learning is one of the "native" types of Mobile Learning

defined by Ambient Insight. This new Mobile Learning type emerged in 2009.

Developers are designing learning experiences triggered at geotagged

physical locations and in time. Interestingly, the time-based triggers can

provide learning experiences relating to the past, present, or future.

Figure 5 - Mobile Location-based Learning (LBL): Proximity Triggers the Learning Experience

Location-based Learning products are built on location-based services (LBS)

technology. It is a type of knowledge transfer enabled by wireless network

interfaces and sensors responding to the actions of a user at a specific

location in space and time creating a situated learning experience. RFID

chips, GPS chips, barcodes, Quick Response (QR) codes, Short Message

Service (SMS) texts, and image recognition are used in Location-based

Learning.

Location-based Learning suppliers have also taken advantage of proximity

marketing concepts—the wireless broadcasting of marketing, sales, and

advertising content to shoppers as they get near so-called beacons. Apple

has a proximity marketing technology called iBeacon and Qualcomm has a

technology called Gimbal; both use Bluetooth to send information to

shoppers. Samsung launched their Proximity platform in late 2014.

Location-based Learning products are used in many situations, particularly in

clinical healthcare environments, first responder incidents, consumer and

patient education, museums, tourist attractions, parks, and exhibitions.




Tour guides and exhibition guides are among the fastest growing type of

Location-based Learning. Suppliers create their own apps to sell directly to

consumers and offer a range of custom content services for organizational

buyers that provide museum tours, gallery tours, history tours, nature tours,

and city tours to tourists and patrons.

Google's Field Trip app is a good example of a GPS-enabled Location-based

Learning product. The app sends users information about nearby restaurants

and entertainment venues, but also information about historical sites and

notable architectural sites close to the user. The user's proximity to the

locations trigger the data feeds.

Rapid Adoption of Augmented Learning Products

Augmented reality (AR) technology is evolving at a fast pace; new

commercial innovations are coming on the market at a rapid rate. Mobile AR

is an ideal technology for Mobile Learning and there are dozens of successful

products on the market.

Mobile augmented reality (AR) overlays images, schematics, multimedia, 3D

objects, animation, location data, and other forms of digital content on real-

world objects and locations via the device’s camera; most AR content is

interactive.

The augmented elements are "triggered" by object recognition, print-based

markers, barcodes, and geotags (collectively these are known as triggers).

Mobile augmented reality educational apps emerged in 2010 and had a rocky

start. The demand diminished in 2012-2013, but came roaring back in 2014

and the first half of 2015; this is due to the proliferation of new

augmentation hardware and software being developed and marketed by

large companies like Microsoft, Sony, Google, Intel, Apple, and Qualcomm

and the renewed focus on corporate buyers by the industrial AR platform

providers.

Until recently, the most successful mobile augmented reality learning apps

were consumer-facing products for astronomy, anatomy, and tourism.

Popular augmented Mobile Learning apps include Star Chart with 18 million

global users and Star Walk with 10 million users across the planet.

All of the major mobile players are now in the augmented reality market;

they have entered the market by acquisition and internal product

development. In May 2015, Apple acquired Germany-based Metaio. Metaio

developed the popular augmented reality platform called Junaio; this is a

strong validation of the AR market. The vast majority of apps developed with

Junaio are travel and tourism guides.

In January 2014, Qualcomm acquired the Switzerland-based image

recognition company kooaba "in what is clearly a move to expand its

augmented reality platform Vuforia." Qualcomm's Vuforia app catalog had 89

educational apps, 39 tourism apps, and 26 architecture apps as of May

2015.

Augmented reality and virtual reality are not the same. In AR, digital information is overlaid on the real world. In virtual reality, the user is totally immersed in a simulated environment.




Google and Microsoft are developing their own augmentation products.

Google is developing the Google Glass headset and the Cardboard viewer

and Microsoft is working on the HoloLens headset. In late May 2015, Google

announced that they had shipped over a million Cardboard viewer kits in just

one year.

Vuzix is a smart glasses manufacturer and began trading on the NASDAQ in

January 2015; they reported that their 2014 revenues were $3.0 million, up

from $2.3 million the year before. Intel invested $24.8 million in the

company in early 2015, a clear leading indicator for the AR market.

A company called Vidyo develops AR software for the Vuzix platform.

"Vidyo’s patented dynamic adaptation technology works over variable

wireless networks to efficiently deploy applications requiring remote

expertise to see and provide guidance to field workers."

In June 2015, Intel acquired the smart glasses manufacturer Recon

Instruments, which sells smart glasses designed for sports. "Intel hopes the

formal acquisition will expand its presence in the head mounted display

market." Recon will "now partner with Intel's New Devices Group to develop

smart device platforms for a broader set of customers and market

segments."

Recon had already started expanding beyond sports. In March 2015, they

announced the integration of SAP's augmented realty apps into their Jet

headset. "The integration with SAP’s AR platform promises to expand the

company’s horizons towards other verticals such as manufacturing, oil & gas

field work and health care." SAP's augmented realty apps are compatible

with the Vuzix headset as well.

In March 2015, NASA announced an agreement with Osterhout Design

Group (ODG), a developer of sophisticated smart glasses. Astronauts will

wear the smart glasses during "line of sight check lists, guided support via

telepresence." The headset will provide them with "the ability to overlay

digital markers on machinery or equipment while keeping the user’s eyes

and hands focused on their task."

ODG launched their latest headset in June 2014 called R-7. "ODG’s Glasses

improve the productivity and collaboration of users and are already used in a

number of different industries including automotive, medical, industrial and

government sectors." ODG supports Qualcomm's Vuforia AR tool, among

others. ODG has a long history in the military and the industrial verticals;

they have a loyal developer community.

Microsoft's HoloLens is a self-contained device with a built in computer; it

does not have to be tethered to an external PC. In June 2015, NASA and

Microsoft announced a partnership in which two HoloLens headsets would be

sent to the International Space Station (ISS). "The units will be used for a

new 'Sidekick' pilot program that's designed to help crews work on the ISS.

The program provides augmented-reality overlays to educate astronauts

about how to perform certain procedures on the station, which could

eventually reduce the need for extensive crew training."

Case Western Reserve University has already developed an anatomy educational app for the new HoloLens headset from Microsoft.




In July 2015, Microsoft opened an RFP for higher education research facilities

to submit project ideas for the HoloLens headset. Microsoft is "interested in

seeing its technology used for things like data visualization, new forms of

collaboration, interactive art and new teaching tools." Microsoft will provide

$100 thousand in seed funding for the new projects for at least five

institutions.

A relatively recent trend is the focus on corporate buyers by AR services and

platform suppliers. Viewar is an Austria-based AR supplier that develops

custom AR apps for international corporations and businesses. NGRAIN and

DAQRI design AR products for industrial clients. It is interesting that

Microsoft is initially focusing on corporate solutions with their HoloLens

headset.

Canada-based NGRAIN has optimized their AR tools to run on the Epson

Moverio BT-200 smart glasses (headset). Lockheed Martin uses the platform

and the headset for aircraft maintenance on the F-22 and the F-35.

"Maintenance and construction are big areas. We can provide the

information the worker needs whether they're using a mobile device or the

augmented reality glasses. You can get information and step-by-step

instructions right in the field on the display in front of you. You can get

feedback on whether you're doing something right."

In June 2015, NGRAIN launched three specialized versions of their AR

platform: NGRAIN Scout, NGRAIN Consort, and NGRAIN Envoy. NGRAIN

Scout is designed for manufacturing companies, NGRAIN Consort is for

quality and repair inspections, and NGRAIN Envoy is a "virtual 3D and

augmented reality application that eliminates inefficiencies in field-based

operations."

A company called iQagent was founded in 2012 and provides AR-based

solutions to manufacturing plants. They focus on pharmaceutical and

automotive manufacturers. They first launch on the iOS platform and

launched a Windows version in May 2015. "iQagent, released in 2012, was

created originally for iOS to display data and resources associated with

equipment it ‘recognizes’ on the plant floor. With more tablets available that

are compatible with Microsoft, it became necessary to create a Windows-

based version. Knowing that manufacturing plants are 97% integrated with

Microsoft Windows software, manufacturers are able to get more out of their

investment using iQagent."

APX Labs sells an AR platform called Skylight. The software is compatible

with a range of headsets, making it device independent. In November 2014,

APX announced that Boeing was licensing the platform "for hands-free, real-

time access to engineering specifications and complex assembly

instructions." SAP also uses the APX Labs platform.

One of DAQRI's innovative products is their Smart Helmet, which is a

hardhat that has a visor that displays procedural data over objects

(machinery, construction sites, etc.) They are targeting the industrial

verticals with the helmet. "Reduce talent and experience gap with

repeatable, fully modularized, and contextualized training capturing experts’

Industrial mobile decision support products continue to come on the market at a rapid pace. The most recent products have integrated next-generation augmented reality technology.




knowledge and experience; avoid costly human teaching errors with the use

of precise data driven decision-support training."

Mobile augmented learning is also spreading to the schools. London-based

Blippar sells an AR authoring tool called Blippbuilder that embeds AR triggers

(what they call Blipps) in print material. "Using our simple, drag-and-drop,

web-based platform you can enable readers to buy products directly off your

magazine pages; add 3D sequences, animations and videos to your

packaging; fill your newspaper with additional image galleries; include

interactive digital polls in your printed employee handbooks; add contextual

web-links and informative PDFs to your art gallery’s paintings, or make your

school’s textbooks digitally interactive."

Blippar launched their new education division called Blippar for Education at

the BETT 2015 education trade show in London in January 2015. "Blippar's

goal in the education space is to enable educators to seamlessly enhance

learning spaces and materials digitally - which students access using their

smart device."

Next Generation Mobile Virtual Reality Learning Products

"We believe this is going to be one of the most transformative

platforms for education of all time."

Brendan Iribe, Oculus CEO, September 2014

Virtual reality (VR) immerses the user entirely in a simulated world unlike

augmented reality (AR), which overlays digital content on the real world.

Virtual reality is ideal for specific types of learning experiences including

travel, history, exploration, science, medicine, architecture, and engineering.

Commercial virtual reality educational products were quite rare prior to

2014. This changed in late 2014 and 2015; new virtual reality educational

apps are coming on the market at a steady pace.

This coincides with a spate of new VR headsets hitting the market (or that

will hit the market in 2016). In March 2014, FaceBook bought Oculus, a

virtual reality headset developer, for a staggering $2 billion; this clearly

validates the market for VR. As of July 2015, the headset was only available

to developers; the consumer version of the headset will be released in early

2016. It will interface with the Xbox One and Windows 10 provides native

support for Oculus. It will certainly be marketed heavily by FaceBook. Oculus

already has over 50 education titles in their developer catalog.

In May 2015, Oculus acquired the 3D mapping and image recognition

company Surreal Vision. "We’re developing breakthrough techniques to

capture, interpret, manage, analyze, and finally re-project in real-time a

model of reality back to the user in a way that feels real, creating a new,

mixed reality that brings together the virtual and real worlds.”

Most VR systems coming on the market require integration with either a PC

or a gaming console. In that sense, only the wireless headset can be

considered a mobile device. The proliferation of new PC-based and console

Teracle, a learning technology company serving the PreK-12 segment, launched their TerraGlass headset in July 2015. Unlike the decision support AR suppliers, they are focusing on students and consumers.




virtual reality platforms is a catalyst for Game-based Learning and

Simulation-based Learning.

Samsung, LG, Google, Merge, Fibrum, Shoogee, HOMiDO, Wearality, and

Carl Zeiss are developing smartphone-enabled VR systems. These new

products are delivery devices for Mobile Learning apps and mobile

edugames.

Samsung Gear VR is a smartphone-enabled headset that uses the Oculus

technology. Australia's Qantas airlines provides first-class passengers with

the Sony Gear VR headset; the content is a series of virtual tours of various

destinations served by Qantas. Apps for the Gear VR are available in the

Oculus store. One interesting Gear VR app is House of Languages, which is

an immersive language learning app for children that teaches German,

English, or Spanish.

LG launched their VR for G3 viewer in February 2015 in a partnership with

Google. The viewer is free to G3 smartphone buyers and uses Google's

Cardboard VR software. The smartphone is inserted into the viewer and the

apps are hosted in Google's Play Store.

Germany-based Shoogee claims to have launched the first smartphone VR

viewer and markets a commercial product called the Durovis Dive, "the

original Virtual Reality smartphone holder for consumers." They manage a

portal with compatible VR apps that includes tour guides, flight simulators,

and astronomy apps.

A unique VR headset is the Merge VR device, which is made of soft foam

instead of hard plastic. It can accommodate a range of smartphones from

smaller older devices to the newer Phablets. It is compatible with iOS and

Android phones. They claim it can be used as an augmented reality device

by removing the front plate. The smartphone can then be used to view

augmented content in apps.

Another unique headset is the inexpensive Wearality Sky device. It is a small

folding frame that can be carried in your pocket. It uses the Cardboard

technology and works with 5 or 6-inch Android or iOS smartphones. Any

Cardboard app will run on the small headset. It is unique in that it has a 180

degree field of view (FOV) enabled by Fresnel lenses developed by Lockheed

and Martin. The Fresnel lenses significantly reduce motion sickness.

Wearality is a spin out of Lockheed.

Sony's Morpheus headset is set for release in the first half of 2016 and

integrates with the PlayStation 4 console. In May 2015, Sony announced

they were opening a dedicated game studio to build games for the headset.

They are setting their sights beyond VR games. At the Tokyo Game Show in

September 2014, Shuhei Yoshida, the executive leading the development of

the device, stated that "With the Morpheus and PlayStation 4, we can offer a

totally new virtual reality experience in a lighthearted and fun manner,

particularly for virtual travel and education. The 3-D virtual world will allow

teachers to show students objects in a way that isn’t possible through

textbooks or tablets."

AMD launched their Liquid VR platform

in March 2015. It is an add-on for the Oculus platform designed to reduce motion sickness and latency of the 3D display. It is marketed to industrial customers.




The game company Valve, which operates the Stream platform, and

smartphone maker HTC, are collaborating on the Vive headset, which will

also hit the market in 2016. Even though HTC is one of the world's largest

smartphone vendors, the Vive will be tethered to a PC.

In May 2015, the Google Project Tango team and South Korea-based SK

Telecom (SKT) announced an agreement to develop an augmented reality

platform called T-AR. "T-AR will lay the foundation for many new AR and

virtual reality services to enhance customers’ experience at museums,

shopping malls, and factories."

Google and Mattel announced a partnership in February 2015 to launch a

smartphone enabled product for the iconic View-Master that displays

animated virtual learning experiences when the viewer is pointed at a

physical "experience reel". The reel triggers a virtual reality experience on

Cardboard's smartphone display. "Mattel's new View-Master offers an easy-

to-use and affordable platform that will enable users to take engaging field

trips where they can explore famous places, landmarks, nature, planets, and

more in 360 degree 'photospheres'. By pairing the View-Master's 'experience

reel' and app with an Android smartphone, kids will immediately experience

an imaginative and interactive learning environment."

The boom in virtual reality technology has created an emerging cottage

industry for VR education companies.

Boston-based Alchemy Learning has a product bundle called

Alchemy VR designed for the PreK-12 segment. It includes

hardware, software, teacher training, and custom app development.

"Alchemy VR is Alchemy Learning’s end-to-end virtual reality

solution for teachers and schools. Alchemy VR provides teachers

and schools virtual reality hardware configured to be easily

integrated into classrooms, a growing portal of educational virtual

reality experiences, and adaptive web-based curriculum and

learning management tools."

A company called Unimersiv focusses on educational VR apps and

has over 20 apps available on their site. Their most popular VR app

is Teleport: Google Street View for VR. They had 20 VR "courses"

available on their site as of July 2015.

Immersive VR Education has a range of educational VR apps

including the Apollo 11 moon landing (and moon walking)

experience. "We will cover a wide range of subjects including

History, Geography, Biology, Mathematics, Medicine, Astronomy,

and Science in an engaging and fun manor which will inspire a new

hunger for learning with our users." They support the headsets from

Oculus, Sony, and Samsung's smartphone-enabled headset.

Google started offering schools a free bundle called Expeditions based on the

low-cost Cardboard VR technology in May 2015. The bundle comes with

smartphones for the students, the cardboard (literally) viewer, and a tablet

for the teacher preloaded with a variety of field trips. The teacher selects the

expedition on the tablet and all the students experience it simultaneously in

A relatively new (and inexpensive) mobile-based VR viewer is from the German optics company Carl Zeiss; they released a $99 viewer that uses a Samsung or iPhone device inserted in "a tray" to enable VR experiences.

In January 2015, the game developer Nival launched a new division called NivalVR that focusses on mobile education VR games. Their first game was inMind and their inCell app comes out in late 2015.




the VR viewers. Google announced that it was working with the Planetary

Society, the American Museum of Expeditions, and the Palace of Versailles

on content for Expeditions.

A company called WEARVR operates a VR App marketplace. They have

several categories related to learning including educational, architecture,

travel, exploration, space, and virtual worlds. They support all the major VR

headsets. They publish a weekly top-ten list and educational apps

consistently rank in the top ten. WEARVR obtained $1.5 million in private

equity in March 2015.

In July 2015, a research company called Touchstone Research released the

results of a survey of 500 children regarding VR. 79% of the kids were

aware of VR. But the interesting thing is what they said they wanted to do

with VR: 64% wanted to visit another country, 64% wanted to go someplace

they could not go in reality (space), 62% wanted to go on an adventure, and

58% wanted to travel back in time (not surprisingly, most of them wanted to

go back to see dinosaurs in their natural surroundings.) This is invaluable

information for suppliers developing education VR apps for children.

Suppliers are already meeting the demand for VR for children. A learning

technology company called EXO U serves the PreK-12 segment and launched

their first Oculus title called Dinosaurs in March 2015. The app is designed to

be used in the classroom and teachers can "teleport" all the students

simultaneously to one of sixteen dinosaurs in the virtual 100 million year old

landscape.

Sources of Data on the Worldwide Mobile Learning Market

The financial reports from the domestic and international online education

companies provide invaluable insight into the rapidly evolving market

conditions and revenue opportunities in any given country.

The financial reports of publicly-traded online education suppliers are

particularly useful in providing insight into buying behavior in specific regions

and countries. Most of these learning technology companies focus on

particular products, buying segments, and specific types of content so their

financial reports provide targeted information on specific buying behavior

patterns.

The mobile network operators (MNOs) sell Mobile Learning VAS subscriptions

and post the VAS prices on their sites. They often issue press releases that

identify the total number of subscribers. Their content partners also issue

press releases on the total number of subscribers.

The major international educational publishers are active in most countries

of the world. Pearson, Sanoma, McGraw-Hill, Santillana, Cambridge

University Press, Houghton Mifflin Harcourt, Oxford University Press, and

Macmillan all have significant market presence across the globe and their

financial reports provide detailed data on the academic segments. All of

All revenue forecasts in this report are in US$ dollars based on the exchange rate for each country's currency as of May 2015.




these educational publishers are rapidly expanding the content catalogs with

Mobile Learning.

There are several analytics firms that track the top selling mobile apps in the

major app stores in countries across the planet. All of them have an

education category. App Annie is the best-known global app analytics firms;

they provide extensive data on the top selling and top downloaded Mobile

Learning apps in all of the countries analyzed in this report. Their top 100

rankings provide insight on the demand for specific types of content. There

are regional and country-centric mobile analytics firms as well.

There are global telecom industry trade associations like GSMA, CTIA (The

Wireless Association), and the Telecommunications Industry Association

(TIA) that offer a wealth of current data on the rapid evolution of mobile

technology in countries across the world and market forecasts for specific

products and services. GSMA has a dedicated team that tracks the uptake of

Mobile Learning across the planet.

There are dozens of regional and national telecom trade associations that

focus on market trends in specific regions and countries. There are hundreds

of news portals that focus on the telecom industry in particular regions and

countries. The Netherlands-based Telecompaper is the major global telecom

news portal and tracks the adoption of mobile technology (including Mobile

Learning) in countries across the globe.

The telecom industry is highly regulated by government regulatory agencies

in every country in the world. These agencies provide ongoing updates on

the mobile industry in their respective countries, including wireless

broadband rollouts, subscriber statistics, and mobile penetration rates; the

regulators also track the rollout of connectivity in the schools.

AR-based education products are spreading like wildfire in the industrial

verticals and in the military. A good source of information on this trend is the

Augmented Reality for Enterprise Alliance (AREA), "the only global member-

based organization focusing on accelerating AR adoption through creating

and expanding a vibrant technology ecosystem."

What You Will Find in This Report

This is an Ambient Insight Premium report. There are seven regional

sections in this report and each includes a demand-side analysis and a

supply-side analysis for that region. The seven regions analyzed in this

report include:

Africa

Asia Pacific

Eastern Europe

Latin America

The Middle East

North America

Western Europe

The various municipal, state, and federal government agencies in countries across the world disclose details on tablet initiatives including the budget, the number of tablets to be deployed, and the expenditures on digital content for the devices.




In the demand-side analysis, a detailed breakout of revenue forecasts is

provided for the top buying countries in each region. There are breakouts for

consumer spending on nine types of Mobile Learning content types for Brazil,

China, India, Indonesia, Japan, South Korea, and the US.

The supply-side analysis in each regional section breaks out the addressable

revenues for four Mobile Learning product types across the region (for all

countries combined). A supply side breakout is also provided for the

following countries: for Brazil, China, India, Indonesia, Japan, South Korea,

and the US.

The worldwide supply-side analysis combines all the global Mobile Learning

market revenues and breaks out revenues by four product types. Revenues

for each product type are further broken out by the seven regions.

Over 600 suppliers competing in specific countries across the planet are

cited in this Premium report. This will help international suppliers identify

local partners, distributors, resellers, and potential merger and acquisition

(M&A) targets.

Who are the Buyers?

The 2014-2019 global Mobile Learning revenues are heavily concentrated in

specific countries and this report provides an in depth analysis of those

countries. Detailed breakouts by six buyer segments are provided for seven

countries in this report including Brazil, China, India, Indonesia, Japan,

South Korea, and the US. The buyer segments are:

Consumers

Corporations and businesses

PreK-12 systems

Higher education institutions

Federal government agencies

State/provincial/municipal government agencies.

In terms of aggregated global revenues, consumers, academic, and

government buyers will dominate the worldwide market throughout the

forecast period. That said, buying behavior in each country is different; this

report identifies buying behavior that is specific to each of the 119 countries

covered in this report.

Consumers dominate most of the countries in this report, but not always.

Academic and government buyers tend to outspend consumers in countries

that have federal school systems and national digitization efforts underway.

Corporations across the planet are adopting Mobile Learning at a rapid rate

due in large part to the availability of new mobile performance and handheld

decision support products designed primarily for industrial and field-based

verticals.

These new products increase productivity and reduce error rates. For

example, Airbus reports that the use of augmented workflow on smart

glasses has reduced the final assembly error rate to zero.

The consumer buying behaviors in each of the countries analyzed in this report are quite different. This report identifies the mobile educational apps in the highest demand in each country.




Government agencies in many countries buy Mobile Learning content for

government initiatives including language learning, tourism, literacy,

healthcare, and, in some countries, for employee, military, and vocational

training.

There is a highly specialized type of Mobile Learning product used in the

military to enable what is known as situational awareness, a close relative of

Location-based Learning and often referred to as Geospatial Situational

Awareness. General Dynamics sells the Otus Integrated Mobile Situational

Awareness System that is designed for "remote reconnaissance and

surveillance, emergency first response, drug interdiction, border patrol, and

law enforcement."

Commandware Systems sells a similar situational awareness product. "We

started with first responders to build a simple and affordable platform that

integrates smartphones, wearables and tablets to improve your situational

awareness."

One surprising finding is the lack of Mobile Learning in the non-profit higher

education segments in several countries. This is particularly surprising in

countries with very high smart device and mobile penetration rates. Even in

countries with large-scale eLearning initiatives, Mobile Learning is often

confined to research projects and small-scale pilots in the non-profit

institutions.

Mobile patient education is now becoming common in countries with high

smartphone and tablet penetration rates. Most mHealth initiatives have a

significant degree of educational content and this is also helping drive

adoption of Mobile Learning in mobile-only countries.

What Are They Buying?

This report identifies the revenue opportunities for each region and across all

the regions for four product types. The regional and worldwide supply-side

sections provide revenue forecasts for four types of Mobile Learning products

and services including:

Retail education apps and edugames

Value added services (VAS)

Custom content development services

Authoring tools and platforms

Ambient Insight defines three types of "native" Mobile Learning products:

Mobile Decision Support, Location-based Learning, and Mobile Learning VAS

(value added service). The first two are usually sold as retail software apps

and the third is sold on a subscription basis. There are commercial tools on

the market used to develop Mobile Decision Support and Location-based

Learning and those are categorized as authoring tools and platforms in the

Ambient Insight Research Taxonomy.

In many countries, the private for-profit schools (both PreK-12 and higher education) are avid adopters of Mobile Learning, while the public schools lag behind. Those countries are identified in this report.




Mobile handheld decision support products are in wide use in clinical

healthcare organizations, the military, and in public safety and first

responder agencies. One of the major mobile decision support products used

in healthcare is Wolters Kluwer's UpToDate tool, which is now used by over a

million clinical healthcare workers across the planet. Mobile decision support

tools are used in first responder situations dealing with biohazards and

environmental disasters.

Consumers dominate the Mobile Learning market in most (but not all)

countries this report. The best Mobile Learning revenue opportunities are

concentrated in a handful of countries and this report provides in-depth

analysis of those countries.

Figure 6 - 2014-2019 Worldwide Mobile Learning Five-year Growth Rates by Four Product Types

Consumer buying behavior is different in each country and can be

dramatically different in specific countries. For example, test prep apps for

driver's exams are quite often the top selling apps in several countries

including the UK, New Zealand, and Australia, but rarely rank as bestsellers

elsewhere.

Test prep apps for standardized academic tests are in high demand in so-

called exam cultures like South Korea, India, China, and Japan. Language

learning apps and brain trainers are nearly ubiquitous across the planet so

they become conspicuous by their absence in some countries.

This report provides a detailed analysis of consumer buying behavior broken

out by five-year forecasts for nine types of Mobile Learning content types for




Brazil, China, India, Indonesia, Japan, South Korea, and the US. Those

content types are:

Language learning

Early childhood learning

General education, study guides, and reference

Test prep for standardized exams

How-to guides and procedural manuals

Medical, health, wellness, nutrition, and fitness (including brain

trainers)

Business, investment, and finance

Continuing Education (CE) and Continuing Medical Education

(CME)

Training and professional development

Academic buying behavior is quite different from consumer buying behavior.

Most of the content purchased by government-operated school systems is

tightly mapped to government-mandated curriculums. An analysis of those

trends are provided for every country in this report.

Device manufacturers and education publishers offer education bundles with

digital content preloaded on general-purpose tablets. So far, all of these are

sold at the state and local level. The device maker is the seller and markets

the bundles to the state education agencies and local schools. Acer and

Samsung are just two examples of device makers that provide these bundles

in several countries in Asia.

Conversely, the publishers form partnerships with third-party device makers

and sell educational bundles with the publisher's brand. The publisher is the

seller. Vibal Publishing and Diwa Learning Systems in the Philippines are

good examples. Both work directly with Filipino provincial education agencies

and local schools. Pearson sells a branded education tablet called the

Pearson MX Touch tablet in India on third-party tablets.

The global growth rate for packaged retail mobile education content is 9.2%.

The vast majority of Mobile Learning revenues on the planet are for

packaged content.

The global growth rate for native Mobile Learning tools and platforms is flat

at 0.2%. The demand is being dampened by the availability of cross platform

tools in the developed economies and by the presence of highly specialized

tools used to develop specific types of mobile content such as tour guides

and mobile decision support (and more recently mobile augmented

educational apps and smartphone-enabled VR learning apps). That said,

several new native tools and platforms came on the market in 2014 and

2015, mostly in Asia.

Wikitude is a pioneer in mobile Location-based Learning and has specialized

authoring tools used to create location-based content. They released the

2015 version of their annual AR developer survey in early 2015. These

developers provide custom services to corporate and government buyers

and the survey provides invaluable insight into what apps their clients need.

The presence of national, state, and local tablet deployments is essentially a vast new delivery channel for Mobile Learning content

suppliers.




"Respondents were asked what are the most relevant use cases of AR for

their clients.

53% of respondents indicated that their clients view user guidance

to points of interest, especially in the context of tourism, as the

most relevant use case.

51% of participants consider visualization of large 3D models (e.g.

historic buildings) in the real world as the second most important

application of AR for their clients.

Product visualization (50%) and optimization of work processes or

maintenance work (47%) were also mentioned as relevant use-

cases."

In terms of growth, Mobile Learning VAS has the highest worldwide growth

rate at 16.6% followed by custom content development services at 11.2%.

VAS revenues are still concentrated in Asia, Africa, and Latin America.

Custom development services are in high demand in every country analyzed

in this report. Corporations and government agencies hire developers to

create wide range of custom apps.

A brand new trend is the entry of the Asian telecoms into the personal

learning device market. In May 2012, China Telecom launched their personal

learning device called Yi Zhi Yi Ben, designed for Chinese children under 12.

In November 2012, KDDI, Japan's second largest telecom, invested $5

million in US-based Fuhu, a developer of personal learning devices for young

children. KDDI invested an additional a $27 million investment to Fuhu in

April 2014. KDDI intends to market a localized version of the device in

Japan.

Asia is the only region in the world where telecoms sell inexpensive

"education editions" of smartphones preloaded with learning content,

effectively making them personal learning devices. NTT DoCoMo in Japan is

the latest telecom to do this launching their Smartphone for Juniors device in

January 2013. The phone comes preloaded with an English-Japanese

dictionary, eBook reader, and "an education navigator app" called docomo-

zemi.

Related Research

Buyers of this report may also benefit by the following Ambient Insight

market research:

The 2014-2019 Asia Learning Market

The 2014- 2019 US Mobile Learning Market

The 2014-2019 China Mobile Learning Market

The 2014-2019 Brazil Learning Market

Ambient Insight’s 2015 Learning Technology Research Taxonomy


http://www.ambientinsight.com/Reports/MobileLearning.aspx




http://www.ambientinsight.com/Resources/Documents/AmbientInsight_Learning_Technology_Taxonomy.pdf