The progressive digitization affects all areas of human life. It has also become a central part of the education sector. In this context, the question arises whether learning undergoes a change, that needs to be addressed with new concepts. The answer can be found in emerging terms such as `Learning 4.0'. But what does the development, which is characterized by technical possibilities means for the actual concept of learning? What is actually behind these terms with the innovative addition `4.0'? This paper aims to clarify whether `Learning 4.0' offers real added value, or whether this is an empty term, which should give learning the appearance of an innovative product in order to better market it by the extension `4.0'. Using a literature research should help to answer this question.