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The explosive growth of mobile technology and developments in cloud computing have provided new and powerful possibilities for mobile learning (m-learning). M-learning, which is an influential trend in the educational process, promotes learning accessibility and flexibility for a substantial and valuable segment of society: students with dyslexia. Although there is a substantial amount of research that discusses the use of m-learning by students with dyslexia, there are many gaps that must still be addressed. One substantial issue pertains to the lack of an effective, multimodal, human–computer user interface m-learning tool that combines different input and output modes based on each student's learning style. In this paper, the authors develop a novel, interactive, multimodal interfaced, cloud-based m-learning tool with which students can naturally interact based on their preferred learning styles. This multimodal interface tool enhances the learning capabilities of students with dyslexia by almost 30% by customizing their multimodal functionality to meet their learning needs.

With the explosive growth of mobile technology and the development of cloud computing, mobile cloud computing (MCC) has recently emerged as a leading technology for mobile services. MCC integrates cloud computing into the mobile environment to overcome a variety of mobile-related obstacles (i.e., performance, environment, and security). The usage of mobile technology has increased in many fields, especially the educational field. Hence, mobile learning (m-learning) has become an influential trend in education that promotes learning accessibility and flexibility either for normal students or disabled students. This paper provides a survey of MCC and examines articles on m-learning published from 2011 to 2016. The selected articles were thoroughly investigated in order to identify the main gaps in the previous research studies, and then open the horizon for the researchers to address these challenges in their future researches.