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Paper Number
1590
Paper Type
Complete
Abstract
This research explores the impact of individualized digital nudges on learning behavior, and performance, and the influence of self-regulated learning (SRL) within hybrid learning environments. Conducting a field experiment, we investigated 234 students in a hybrid classroom, randomly assigning them to receive individualized, standardized, or no nudges. We focused on the effects of individualized nudges on engagement with course materials, learning time, attendance rates, and exam scores. Our findings reveal that while individualized nudges significantly enhance engagement with course content, they do not notably affect exam scores, learning time, or attendance. Students with lower SRL show positive effects on engagement with learning material, but not on learning time or attendance. This research extends the understanding of the dynamics of individualized digital nudges and SRL in education, contributing valuable insights for the development of more effective digital learning tools.
Recommended Citation
Bernards, Ann-Kathrin; Lanzl, Julia; and Gimpel, Henner, "Integrating Individualized Digital Nudges in Hybrid Classrooms: The Influence of Self-Regulated Learning on Educational Outcomes" (2024). ICIS 2024 Proceedings. 19.
https://aisel.aisnet.org/icis2024/learnandiscurricula/learnandiscurricula/19
Integrating Individualized Digital Nudges in Hybrid Classrooms: The Influence of Self-Regulated Learning on Educational Outcomes
This research explores the impact of individualized digital nudges on learning behavior, and performance, and the influence of self-regulated learning (SRL) within hybrid learning environments. Conducting a field experiment, we investigated 234 students in a hybrid classroom, randomly assigning them to receive individualized, standardized, or no nudges. We focused on the effects of individualized nudges on engagement with course materials, learning time, attendance rates, and exam scores. Our findings reveal that while individualized nudges significantly enhance engagement with course content, they do not notably affect exam scores, learning time, or attendance. Students with lower SRL show positive effects on engagement with learning material, but not on learning time or attendance. This research extends the understanding of the dynamics of individualized digital nudges and SRL in education, contributing valuable insights for the development of more effective digital learning tools.
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