Table 3.

Summary of relevant theories of learning and their application to mobile interventions.

Theory	Notable influencers	Key features	Influence in mobile device interventions
Behaviourism	John B. Watson, B.F. Skinner, Ivan Pavlov	Classical and operant conditioning, where learning is encouraged through reward and punishment, repetitive learning and stimulus feedback.	Rote‐learning and repetitive activities, practice games, basic feedback through right/wrong sounds or symbols, advancing to the next level when a required standard or score is achieved.
Cognitive Learning Theory and Constructivism	Jean Piaget Carl Rogers	Active rather than passive learning, involving interaction with surroundings, physical manipulation of objects to learn about their properties, and interpretation of observations based on existing knowledge. Child‐centred, hands‐on and creative learning, with the teacher as facilitator rather than instructor. Learning through development of relationships and engagement with others, collectively making sense of the surroundings.	Manipulative learning through touchscreen function, allowing children to explore shapes and object properties; child‐centred learning with the child working through activities at own pace; engaging technology providing opportunities for creativity and investigation, either alone or in groups.
Social constructivism (or socio‐cultural approach)	Lev Vygotsky, Jerome Bruner	As above, active learning and teaching, however learning is a two‐way process involving collaboration with peers and teachers. Modelling behaviour supports learning (scaffolding), and positioning learning within the Zone of Proximal Development.	Interventions which include instructional elements (virtual scaffolding), the opportunity to review these and repeat until competent, collaborative opportunities, detailed feedback to teacher to allow appropriate intervention.