Raising Student Engagement Using Digital Nudges Tailored to Students' Motivation and Perceived Ability Levels

Autor/inn/en	Plak, Simone; van Klaveren, Chris; Cornelisz, Ilja
Titel	Raising Student Engagement Using Digital Nudges Tailored to Students' Motivation and Perceived Ability Levels
Quelle	In: British Journal of Educational Technology, 54 (2023) 2, S.554-580 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Plak, Simone) ORCID (van Klaveren, Chris) ORCID (Cornelisz, Ilja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13261
Schlagwörter	Learner Engagement; Technology Uses in Education; Cues; Student Motivation; Academic Ability; Formative Evaluation; Computer Assisted Testing; Supervision; Statistics Education; College Freshmen + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Stichwort; Schulische Motivation; Studienanfänger
Abstract	Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings. Therefore, this study set out to increase participation in an online proctored formative statistics exam by digital nudging. We exploited targeted nudges based on the Fogg Behaviour Model, highlighting the relevance of acknowledging differences in motivation and ability in allocating nudges to elicit target behaviour. First, we assessed whether pre-existing levels of motivation and perceived ability to participate are effective in identifying different propensities of responsiveness to plain untailored nudges. Next, we evaluated whether tailoring nudges to students' motivation and perceived ability levels increases target behaviour by means of a randomized field experiment in which 579 first-year university students received 6 consecutive emails over the course of three weeks to nudge behaviour regarding successful participation in the online exam. First, the results point out that motivation explains differences in engagement as indicated by student responsiveness and participation, whereas the perceived ability to participate does not. Second, the results from the randomized field experiment indicate that tailored nudging did not improve observed engagement. Implications for the potential of providing motivational information to improve participation in online educational activities are discussed, as are alternatives for capturing perceived ability more effectively. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01