Figure - available from: British Journal of Educational Technology
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The Fogg Behaviour Model and its three types of prompts. We created this figure by combining two figures found on the FBM website (https://www.behaviormodel.org): the figure illustrating the three requirements for behaviour to occur, and the figure showing the three types of prompts.
Source publication
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, h...
Citations
... These metrics, derived from Learning Management System (LMS) log file data, provide important insights into student engagement behaviour, helping educators gauge how students interact with learning materials. Student engagement encompasses attention, curiosity, interest, optimism, and passion exhibited by students during their learning process, and is a critical measure linked to academic success (Plak et al., 2023). Engagement reflects students' motivation to learn and their willingness to advance their education (Abbott et al., 2016). ...
This study investigated the relationship between students’ persistence and consistency of engagement behaviour and their learning performance. A total of 130 students’ LMS interaction logs were analysed. First, the study confirmed a positive relationship between persistence, consistency of engagement, and performance, with the relationship strengthening over the semester. Next, it demonstrated that persistence and consistency are stable, reliable measures positively influencing learning performance across different learning intervals. Consistent, high engagement was associated with better grades. The study revealed a crucial engagement pattern: students exhibiting high consistency and persistence achieved the best performance compared to other combinations. Finally, machine learning methods demonstrated the feasibility of early intervention for at-risk students at 25%, 50%, and 75% of the semester using consistency and persistence measures as predictors, achieving 65% classification accuracy. This research contributes to understanding the need for educators and instructional designers to create online learning environments that encourage persistent and consistent LMS engagement. This approach is vital for achieving effective learning outcomes.
... Affordances of LMS are characteristics of an educational platform that indicate how a particular learning behavior could possibly be enacted within the context. According to Nyland (2022), this refers to alignment between the features, uses of the LMS, and the needs of a learning problem that it is designed to solve. The LMS plays an important role in the teaching and learning process. ...
This study proposed a framework for Virtual Peer Learning by testing Peer Learning Model to engineering students at a university in Manila during the second semester of school year 2021-2022. Guided Peer Discussions method was applied using Virtual Think-Pair-Share and Virtual Gallery Walk as teaching strategies. Convergent-parallel mixed method was used to analyze both the quantitative and qualitative data. Quantitative findings revealed that the teacher’s instructional strategies had significant relationships both with peer interaction and learning competencies. However, no significant relationship existed between peer interaction and learning competencies. In the qualitative findings, three major themes were defined: peer interaction, students’ learning competencies, and teacher’s instructional strategies and nine sub-themes emerged in describing the experiences of the participants as exposed to Guided Peer Discussions: collaboration within and between groups, challenges due to time constraints and technical issues, class engagement, skills developed, study habits, teaching methods, creating a safe environment for questioning, learning materials, and sustainability. The findings in this study provided valuable input in the development of the Virtual Peer Learning Framework.
... For example, increasing and decreasing threat perception during COVID-19 outbreaks allows citizens to follow expert recommendations and/or prevent hoarding (Kim et al. 2020). It has also been used within the educational domain (Damgaard and Nielsen 2018;Plak et al. 2023;Matz et al. 2024). More pertinently, as already stated, Lawrence et al. (2019) reported on nudges used to support SRL and retain online higher education learners. ...
... Since student perceptions have a significant impact on motivation, engagement, and academic success, they are essential to education [64][65][66]. Students with a positive perception of the learning process are more likely to be motivated and interested in the subject matter, which can enhance their academic achievement [67,68]. Conversely, students with unfavorable opinions or emotions regarding their educational experience could lose interest or motivation, decreasing their chances of academic success [69-71]. ...
... The most used principle, reminders and prompts, appeared in 39 studies and was generally effective, with a few exceptions. These interventions took various formats, including text messages [21][22][23][24][25][26][27][28][29][30][31][32][33] and email [34][35][36][37][38][39][40][41][42][43][44][45] as the most prevalent. Text messages were mainly used for enrollment management, such as increasing enrollment, [27][28][29] completing financial aid forms, 23,31,33 and student retention. ...
... 28 Email reminders primarily used for teaching and learning purposes were only moderately successful. [35][36][37][38][39][40][41][42] For example, Dart and Spratt concluded that personalized emails aided first-semester students by fostering feelings of inclusion and belonging, supporting engagement, and navigating university systems. 40 However, email nudges were not effective in improving engagement in other studies. ...
... 40 However, email nudges were not effective in improving engagement in other studies. 35,41 Artificial intelligence applications used to remind or prompt were successful in supporting and reducing learner drop-out rates in online courses, 46 improving financial aid acceptances, 47 and completing matriculation tasks. 48 Other digital formats used for reminding or prompting include learning management system messages, 46,49,50 mobile app, 51 video platform 52 and web browser 53 prompts. ...
... These discrepancies imply that motivation levels may vary over a teacher's tenure. Meanwhile, Calderón et al. (2019) and Plak et al. (2022), for example, found no significant correlation between these variables. The current finding that views of faculty online assessment and feedback were more effective in married pre-service teachers is consistent with Chibisa et al. (2022) and with Yıldırım and Tekel (2023), who found that married pre-service teachers reported a positive impact of online assessment on their academic performance, crediting their stronger engagement in online education to the comfort of their home environment. ...
Online education has gained widespread adoption in recent years due to several factors, including the COVID-19 pandemic, which has accelerated the growth of online education, with universities transitioning to online platforms to continue their activities. However, this transition has also impacted the preparation of pre-service teachers, who receive training to become licensed or certified teachers. This study investigates the influence of online education on the academic experiences of 130 pre-service teachers attending the Postgraduate Diploma Program at Al Ain University in the UAE. It also explores the relationships between pre-service teachers’ demographics and five academic experiences. A quantitative questionnaire consisting of five newly-developed scales was used for data collection. Pre-service teachers’ demographics were found not to impact effective teaching and learning, skill development, or satisfaction. Age and employment status were found not to influence pre-service teachers’ views of faculty online assessment and feedback or course organization and management. However, online course organization and management and faculty online assessment and feedback were significantly correlated with marital status as engagement and motivation with employment status was, but not with age or marital status. Effective teaching and learning, faculty assessment, and feedback positively impacted pre-service teachers’ engagement and motivation, while effective teaching and learning and course organization correlated with pre-service teachers’ skill development and satisfaction. Research on online education and pre-service teachers’ experiences post-pandemic is limited. Thus, future studies should explore this relationship to understand better pre-service teachers’ online learning experiences, involvement, and success.
... Digital nudges refer to momentary reminders designed to understand and improve citizen decision-making processes [30]. Nudges can encompass various strategies, including automated and personalized reminders [31] aimed to gently guide participants towards making decisions without restricting their freedom of choice [32]. However, This preprint research paper has not been peer reviewed. ...
Background: Health systems are struggling to deliver timely preventive care, necessitating a shift towards systems integration across sectors (e.g. health, education, social services). Digital health platforms can enable systems integration with citizen/patient and care provider/decision-maker remote interaction. This study investigated a serendipitous (unplanned) natural experiment that enabled assessment of varying digital health platform nudging on youth compliance to a longitudinal mental health intervention.
Methods: The digital health platform featured customized computer interfaces for youth and scientists that enabled real-time engagement via a nudging system. An unplanned interruption of non-personalized scientist-triggered and personalized scientist-triggered nudges transformed this study into a serendipitous natural experiment, with four phases: 1) consistent comprehensive nudging (Phase 1); interruption of non-personalized and personalized scientist-triggered nudges (Phase 2); reintroduction of consistent comprehensive nudging (Phase 3); interruption of personalized scientist-triggered nudges (Phase 4). Using R statistical package, data analyses were conducted to empirically assess changes in youth compliance across phases.
Results: Comprehensive nudging (Phase 1) was significantly associated with the highest youth compliance, which declined in Phase 2. Reintroducing comprehensive nudging partially recovered engagement in Phase 3. Interrupted nudging in Phase 4 was associated with further decline in youth compliance. Significant differences were found in the total volume as well as the time taken by youth to provide responses across all four phases.
Conclusions: The findings show that human-centered digital health platforms that prioritize consistent and personalized nudging increase citizen compliance to health interventions by facilitating remote human-to-human interaction – an important step in systems integration and human-centered artificial intelligence
... Zavaleta-Bernuy et al. (2022) also showed that nudge emails, though personalized to a somewhat lesser extent than those here, yield modest results with similar magnitudes of improved homework scores, but no clear impact on how early students begin their homework. In contrast, text messages reminding chemistry students to study had similar effects that mitigated exam grade differences between 'at risk' and other students though they were not personalized (Ye et al., 2016), and Plak et al. (2023) found tailored nudges to be no more effective than untailored nudges. ...
Mastery‐based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two‐part series of nudges designed to improve students' engagement with and performance on mastery‐based assignments in high‐enrollment, introductory undergraduate courses. Students received one or two email‐based nudges for each assignment, providing both decision information and decision assistance. Delivered via email by a digital coaching system that provides tailored support to students, we evaluated the effectiveness of viewing versus not viewing these personalized nudges across introductory courses in mathematics, computer science and engineering over five terms at our large, research‐intensive university. We used multilevel modelling with a sample of 30,693 assignment scores nested within 79 assignments and 5349 undergraduate students to explore the relationship between students' viewing the nudges and their scores while controlling for performance in other courses and students' baseline proclivities to read email from the coaching system. We find that viewing versus not viewing nudges is significantly related to improved outcomes. Viewing the first of the two‐part nudge series is associated with a 3% increase in scores on average. Importantly, we found a significant interaction with prior academic performance such that students with the lowest average academic performance across all courses are predicted to benefit the most—up to 9%—from nudging. Positive impacts are observed in most courses where nudges were implemented and are found to be most impactful for later versus earlier assignments within a term. We discuss the implications of these results for supporting students' decision‐making within mastery‐based assignment schemes and suggest future research for tailored nudges to support student success.
Practitioner notes
What is already known about this topic Nudges are known to be broadly effective, but heterogeneity is observed especially in education where the research base is relatively limited.
Mastery‐based grading is an alternative approach to grading that, among other features, emphasizes learning through an explicit feedback cycle of struggle and revision without penalty.
What this paper adds This study assesses the effectiveness of personalized nudges in the context of mastery‐based grading in undergraduate STEM courses.
We examined the efficacy of viewing versus not viewing nudges in the real learning settings of three STEM courses enrolling more than 5000 students.
We found the nudges to be effective overall, correlated with improvements of approximately 3% in students' assignment scores and most impactful for students with the lowest average academic performance.
Implications for practice and/or policy Nudging by email or text message has a low overhead cost and yet may provide materially significant gains in students' assessment scores.
Nudges can be effectively targeted to specific subsets of students and tailored based on students' prior and concurrent learning analytics data.
... According to a systematic review of the literature, digital competences include five areas: digital literacy, communication and collaboration, content creation, safety, and problem-solving [41]. Digital competences help students design programs or plans related to their scientific needs, develop computational thinking [42], solve software problems by searching online, communicate rationally with others online, and find answers to their scientific questions and problems [ Regarding communication, the data obtained indicate that the level of proficiency in digital spaces as a means of communication is increasingly higher, as well as the use of digital services [44]; considering individual motivation and commitment to digital incentives is an important factor [52]. A study conducted in Finland, related to the design of virtual games, indicates that some students make significant leaps in the development of their digital competences, especially problem-solving, with their participation in design projects [50]. ...
... The integration of robotics to develop computational thinking is a favorable alternative that will contribute to the effective achievement of digital competences [52]. Table 4 shows some methodologies and strategies used and proposed by different authors in research related to the development of digital competences. ...
The digital competencies of university students are developed using a digital learning ecosystem that integrates: (a) virtual learning environments, (b) digital learning tools, and (c) learning methodologies. This research followed the methodology of systematic literature mapping and review, searching the WoS and Scopus databases and obtaining a total of 5,652 articles between 2001 and 2023. Inclusion and exclusion criteria were then applied to reduce the number of selected articles and carry out a systematic literature mapping and review. Among the relevant results of the literature mapping and systematic review, the geographic distribution of scientific publications, the educational areas in which they have been worked on, and the universities were identified. Educational methodologies, technological tools, and virtual learning environments used to develop university students’ digital competences holistically were also determined. This study is useful as it provides a comprehensive, general, and detailed overview of scientific production and its main contributions regarding the methodologies, tools, and environments that contribute to developing students’ the digital competencies in higher education.
... I believe it noteworthy to present this piece to the academic community to highlight what I perceive as a move in the literature findings. Now, in 2023, there is clear evidence that Higher Education is moving towards digital nudging (Brown et al., 2023;Plak et al., 2023). It is important for Learning Development professionals to consider the ethical implications of this change and how nudging might be used in virtual learning environments, especially given the rapid rise of Artificial Intelligence, which is likely to be deployed alongside learning analytics to shape students' learning behaviours. ...
... The literature, in many cases, utilised others' previous research and in some cases took data from the 'real world' and applied it to the 'virtual world'. During the pandemic, digital nudging has been used extensively to support students in adapting to virtual learning environments and for increasing motivation and 'ability' (Plak et al., 2023). With access to data and the way in which students (and staff) might be using digital systems, there are risks of surveillance cultures arising and the lack of context may lead to complications, especially if data is utilised in decision making. ...
... Here, institutions have used nudges to encourage students to attend online classes, complete assignments on time, provide prompt time (thinking time following prompts given to students), and to engage with digital learning materials and online assessments. This has been achieved through learning analytics that staff and digital systems can use to provide pop-ups, notifications, and reminders, which 'nudge' students with timely and personalised prompts to act (Motz et al. 2022;Rodriguez et al., 2022;Brown et al., 2023;Plak et al. 2023). This is the case for those people who might be more vulnerable and accept nudges without question, and this might result in those people having a less nuanced view of what they are doing (and arguably the world they live in) which may be disempowering. ...
In 2018, embarking upon my PhD in Education, I conducted a literature review. My preliminary findings came to a determination of three key points, as presented below. However, during the Covid-19 context, 2020-22, there was a rapid shift in the sector to teaching online and a consequent shift in the literature. I believe it noteworthy to present this piece to the academic community to highlight what I perceive as a move in the literature findings. Now, in 2023, there is clear evidence that Higher Education is moving towards digital nudging (Brown et al., 2023; Plak et al., 2023). It is important for Learning Development professionals to consider the ethical implications of this change and how nudging might be used in virtual learning environments, especially given the rapid rise of Artificial Intelligence, which is likely to be deployed alongside learning analytics to shape students' learning behaviours.
