The current examined the roles of cognitive strategies using Chi's framework in mobile learning. Three conditions (active, constructive, and interactive) were created for a college statistics I course where students were randomly assigned to each condition. The results indicate constructive and interactive support students' problem solving and number of solutions generated whereas active learning is less helpful in terms of students' problem solving and divergent thinking. It is suggested that mobile learning should take cognitive strategies into consideration when designing its content. Instructional designers should heed to the fact that constructive and interactive activities enable learners to become more productive in problem solving and solution generation. [For the full proceedings, see ED659933.]