The advancement of technologies has promoted the increasing popularity and integration of mobile technologies in science education in the past decade. These trends have led to an increased interest among scholars to understand the effects of mobile technologies in science education and whether those effects differ depending on how mobile technologies are used in learning and teaching (eg, student-led, teacher-led, collaborative). In this study, we performed a meta-analysis of 34 studies that directly examined the effects of users' pedagogical role on K-16 students' achievement in science when engaging in mobile learning (ML). The analysis of the 34 studies yielded an overall significant main effect of ML on K-16 science learning outcomes. We applied the mixed-effects model with moderator variables and found that users' pedagogical role significantly moderated the ML effects as a whole. Collaborative and student-led uses had a statistically significant impact on student science learning, whereas teacher-led use did not. Findings from this meta-analysis are consistent with prior research, providing synthesized research-based evidence of the effects of ML on science learning that holds implications for both mobile curriculum design and mobile technology use.