UNIVERSITY OF SOUTH AFRICA
College of Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
PDP4802: Cognition and Learning
Assessment 01 — Year Module, 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
PDP4802
Module Code:
Cognition and Learning
Module Name:
Assessment 01
Assessment Number:
613861
Unique Number:
15 May 2026
Due Date:
50
Total Marks:
Submitted in partial fulfilment of the requirements for PDP4802 — UNISA 2026
, UNISA | PDP4802 Assessment 01 – Learning Theories
Question 1: Scenario 1 – Technology Integration in Class
The following responses draw on established learning theories to analyse the challenges of
technology-based learning and to propose evidence-based strategies for improving student
engagement in an online platform context (Zhou and Brown, 2017:12).
1.1 Learning Theory Best Explaining Struggles with Self-Paced Online Tasks
The theory that best accounts for why students struggle with self-paced online tasks is self-
determination theory (SDT), developed by Deci and Ryan (1985), in combination with
elements of behaviourism. SDT argues that sustained motivation depends on three psycho-
logical needs: autonomy, competence, and relatedness. When learners work alone on a digital
platform without teacher feedback, peer interaction, or visible progress cues, all three needs go
unmet (Zhou and Brown, 2017:45).
In this scenario, learners showed excitement at the outset because novelty momentarily sat-
isfied curiosity, but engagement fell away when no reinforcement followed. Behaviourism
explains this pattern precisely: without consistent rewards or feedback loops, the stimulus-
response chain breaks down and the desired behaviour (completing tasks independently) is ex-
tinguished (Zhou and Brown, 2017:47). Students who only complete work when reminded are
showing behaviour consistent with externally controlled motivation rather than internalised,
self-regulated learning.
Key Distinction
SDT versus behaviourism in online contexts: Behaviourism focuses on observ-
able reinforcement schedules to maintain engagement, while SDT addresses the deeper
psychological conditions under which learners internalise motivation. Both are needed:
behaviourist tools (badges, progress bars, timely feedback) can scaffold initial engage-
ment, while SDT conditions (choice, relevance, community) sustain it long term (Zhou
and Brown, 2017:47).
1.2 Two Behaviourist Strategies to Improve Engagement
Behaviourism, largely attributed to B.F. Skinner’s work on operant conditioning, holds that
learning is shaped by reinforcement and consequence. Two concrete strategies grounded in
behaviourist principles are outlined below.
Page 2 of 12
College of Education
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
PDP4802: Cognition and Learning
Assessment 01 — Year Module, 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
PDP4802
Module Code:
Cognition and Learning
Module Name:
Assessment 01
Assessment Number:
613861
Unique Number:
15 May 2026
Due Date:
50
Total Marks:
Submitted in partial fulfilment of the requirements for PDP4802 — UNISA 2026
, UNISA | PDP4802 Assessment 01 – Learning Theories
Question 1: Scenario 1 – Technology Integration in Class
The following responses draw on established learning theories to analyse the challenges of
technology-based learning and to propose evidence-based strategies for improving student
engagement in an online platform context (Zhou and Brown, 2017:12).
1.1 Learning Theory Best Explaining Struggles with Self-Paced Online Tasks
The theory that best accounts for why students struggle with self-paced online tasks is self-
determination theory (SDT), developed by Deci and Ryan (1985), in combination with
elements of behaviourism. SDT argues that sustained motivation depends on three psycho-
logical needs: autonomy, competence, and relatedness. When learners work alone on a digital
platform without teacher feedback, peer interaction, or visible progress cues, all three needs go
unmet (Zhou and Brown, 2017:45).
In this scenario, learners showed excitement at the outset because novelty momentarily sat-
isfied curiosity, but engagement fell away when no reinforcement followed. Behaviourism
explains this pattern precisely: without consistent rewards or feedback loops, the stimulus-
response chain breaks down and the desired behaviour (completing tasks independently) is ex-
tinguished (Zhou and Brown, 2017:47). Students who only complete work when reminded are
showing behaviour consistent with externally controlled motivation rather than internalised,
self-regulated learning.
Key Distinction
SDT versus behaviourism in online contexts: Behaviourism focuses on observ-
able reinforcement schedules to maintain engagement, while SDT addresses the deeper
psychological conditions under which learners internalise motivation. Both are needed:
behaviourist tools (badges, progress bars, timely feedback) can scaffold initial engage-
ment, while SDT conditions (choice, relevance, community) sustain it long term (Zhou
and Brown, 2017:47).
1.2 Two Behaviourist Strategies to Improve Engagement
Behaviourism, largely attributed to B.F. Skinner’s work on operant conditioning, holds that
learning is shaped by reinforcement and consequence. Two concrete strategies grounded in
behaviourist principles are outlined below.
Page 2 of 12
