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.

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03-Learning

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Dec 11th, 12:00 AM

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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