In the 21st century, with the complex changes occurring in human life, education has undergone significant transformations. Technological advancements and students' preferences and abilities demand a different type of education. The integration of mobile learning and animations, due to their accessibility anytime and anywhere, can be one of these educational forms that profoundly impacts student learning. Therefore, this research aims to systematically review the identification of features of educational animations in mobile learning environments. The research method involved a systematic review and document analysis. Initially, a narrative review was conducted to collect data from scientific databases and search engines such as Science Direct, Eric ProQuest, and Google Scholar to find published texts from 2000 to 2020. The search keywords included mobile learning, animation, and mobile learning environments. In total, 95 articles were selected, and their abstracts were reviewed. Out of the total entered studies, 35 were excluded from the analysis process due to insufficient information about research objectives, duplication, and irrelevance to the research purpose. Additionally, in the secondary review, 12 studies were excluded from the review process due to lack of investigation of animation components in mobile learning. Finally, based on research criteria, 18 studies were purposefully selected and analyzed. The results showed that the integration of animation in mobile learning has capabilities such as conceptual learning, cognitive learning, and effective teaching. Additionally, animations have useful features in transferring concepts, internal motivation, and emotional dimensions of students. Therefore, it can be concluded that students have a better understanding in the use of dynamic factors such as animation compared to static factors in learning conditions.