Abstract: Based on the meta-analysis of 64 mobile inquiry-based learning experiments and quasi experiments in domestic and foreign important journals from 2008 to 2020， this paper explores the overall effect and moderating effect of mobile inquiry-based learning. The results show that mobile inquiry-based learning has a significant positive impact on the learning effect. Mobile inquiry-based learning has a positive role in promoting the learning process of students， and greatly improves the learning effect of students. Specifically， at the level of low-level cognition and high-level cognition， mobile inquiry-based learning has moderate positive impacts on the learning effect， and small promoting effects on the behavioral level. On the emotional level， mobile inquiry-based learning only has a small positive impact on learning interest and technology acceptance. Meanwhile， the learning effect of mobile inquiry-based learning is affected by the adjustment variables such as learning period， discipline， implementation environment， teaching method， interaction type， and hardware type.

Key words: mobile inquiry-based learning; learning effect; meta-analysis