The empirical data presented in the previous section make a case for the relevance of flow experience to mobile learning and provide some insights as to why it might be more effective than previous learning performance measures (i.e., formative assessment or workload assessment). Flow experience was devised by analyzing learners’ subjective experiences, or an exploratory experience where learning outcomes are not yet firmly applied, as was the case with this mobile instructional design. In the case of instructional design using traditional pedagogies that are well established—such as face-to-face classroom learning or e-learning—such experiences may not easily be achieved. Arguably, at least in workplace learning, mobile learning, where situationally aroused and when sufficiently motivated, seems to encourage people to have more cognitive curiosity and intrinsic interest than might be secured by other instructional designs.