An integrated conceptual framework for immersive cloud-based mobile learning in higher education

Abstract Existing frameworks for technology integration in higher education typically address immersive technologies, cloud computing, or mobile learning in isolation, leaving the dynamics of their convergence under-theorized. This paper develops an integrated conceptual framework, positioned within a Design Science Research logic, that synthesizes activity theory, socio-technical systems theory, and experiential learning to conceptualize implementation across three interconnected dimensions: technological infrastructure, pedagogical orchestration, and organizational dynamics. These dimensions interact through three mechanisms—technological-pedagogical negotiation, organizational mediation, and experiential feedback loops–that shape non-linear implementation trajectories. Application to three documented cases (medical, engineering, and collaborative learning) demonstrates the framework’s capacity to explain why technically sophisticated implementations may fail, how organizational factors mediate educational outcomes, and why sustained transformation remains rare. The framework contributes to the fields of educational technology and information systems by providing conceptual precision for analyzing integration dynamics and practical guidance for implementation planning, while acknowledging the limitations of technology-centric assumptions that pervade much of the existing literature.