Paper Number
1340
Paper Type
short
Description
We explore how eLearners’ engagement and performance can be influenced by digital nudges. We examine how personalized nudges with self-reference content and social comparison content encourage eLearners' engagement and performance. We perform an experiment with 515 students in a hybrid undergraduate course, randomly assigning participants to receive one of five types of digital nudges for certain course assignments. We examine how these nudges affect proactive assignment activity, assignment performance, as well as self-reported motivation, self-comparisons and perceived usefulness of nudges. We will model between-group differences and pre-post differences to examine the effect of personalized nudges on user engagement and performance, comparing participants who received different types of personalized nudges with participants who received generic (i.e. non-personalized) nudges. Our study extends existing nudge research to user engagement in eLearning environments. We also contribute to theories of self-reference, social norms, and social comparison on personalization of the learning process through digital nudges.
Recommended Citation
Zhang, Yuhui; Amo, Laura; and Cichocki, Dianna, "Effects of Personalized Nudging in eLearning Environments" (2023). ICIS 2023 Proceedings. 2.
https://aisel.aisnet.org/icis2023/learnandiscurricula/learnandiscurricula/2
Effects of Personalized Nudging in eLearning Environments
We explore how eLearners’ engagement and performance can be influenced by digital nudges. We examine how personalized nudges with self-reference content and social comparison content encourage eLearners' engagement and performance. We perform an experiment with 515 students in a hybrid undergraduate course, randomly assigning participants to receive one of five types of digital nudges for certain course assignments. We examine how these nudges affect proactive assignment activity, assignment performance, as well as self-reported motivation, self-comparisons and perceived usefulness of nudges. We will model between-group differences and pre-post differences to examine the effect of personalized nudges on user engagement and performance, comparing participants who received different types of personalized nudges with participants who received generic (i.e. non-personalized) nudges. Our study extends existing nudge research to user engagement in eLearning environments. We also contribute to theories of self-reference, social norms, and social comparison on personalization of the learning process through digital nudges.
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Comments
03-Learning