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Three-paradigm theoretical framework for SMS as learning support (behaviorism, cognitivism, constructivism)

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article argues SMS can facilitate learning from three major learning paradigms. Behaviorally, educational SMS can serve as a "stimulus-response tool as well as reinforcement"; cognitively, it can move content from short-term to long-term memory through repetition and connect prior learning to new content; constructivistically, it can stimulate learner-centered engagement and collaboration outside class, providing modeling, coaching and scaffolding support. The study's three message types (reviews, hints, triggering questions) were designed against these theories.

Design Implications

Context

Requirements

  • Messages must be designed and sequenced based on analysis of the course's educational content, as the article states its messages were

Constraints

  • The article notes prior SMS experiments were designed mainly from behaviorist principles targeting retention; extending to other paradigms is argued, not empirically isolated in the study

Target Learners

  • undergraduate students in introductory programming courses

Learning Goals

  • retention of key programming concepts
  • understanding and completing assignments
  • engagement and motivation to study

Claims

Examples

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Key Sources

  • Al-Mothana M. Gasaymeh & Osamah M. Aldalalah. (2013). The Impact of Using SMS as Learning Support Tool on Students' Learning. International Education Studies, 6(10). https://doi.org/10.5539/ies.v6n10p112
Page metadata
Field Value
type design
id sms-three-learning-paradigms-framework
title Three-paradigm theoretical framework for SMS as learning support (behaviorism, cognitivism, constructivism)
description The article argues SMS can facilitate learning from three major learning paradigms.
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — al-mothana-m-gasaymeh-osamah-m-aldalalah-2013

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