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<p>Student engagement predicts favorable educational outcomes. Nudges are increasingly applied to higher education contexts to promote engagement. A randomized study in a large quantitative analysis public health course deployed nudges catered to students’ intrinsic motivations. Participants (<i>n</i> = 127) self-selected into motivation groups (Learners [<i>n</i> = 46], Doers [<i>n</i> = 48], or Performers [<i>n</i> = 33]); half were randomized to receive four nudges tailored to their motivation group. Intent-to-treat and as-treated bivariate and multivariable regressions assessed differences between intervention and control, overall and stratified by motivation group. Online course content engagement was low. In as-treated bivariate analyses comparing all nudged students to those not exposed to a nudge, engagement improved for 3 outcomes (watching videos, reviewing midterm/homework solutions), but not attendance. Self-identified Performers showed the most response: in as-treated analyses, nudged vs. not-nudged Performers watched significantly more videos (6.4 vs. 0.1, <i>p</i> &lt; 0.001). Nudges tapping into students' deeper learning motivations show promise for increasing engagement, especially among extrinsically-motivated students.</p>

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Increasing Student Engagement in Quantitative Public Health Coursework Through Tailored Nudges: Results from a Randomized Trial

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月12日

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  • Samantha Garbers,
  • Kaiya John,
  • Christine Mauro,
  • Matthew R. Lamb,
  • Adam S. Brown,
  • Elissa Sorojsrisom,
  • L. Roxanne Russell

摘要

Student engagement predicts favorable educational outcomes. Nudges are increasingly applied to higher education contexts to promote engagement. A randomized study in a large quantitative analysis public health course deployed nudges catered to students’ intrinsic motivations. Participants (n = 127) self-selected into motivation groups (Learners [n = 46], Doers [n = 48], or Performers [n = 33]); half were randomized to receive four nudges tailored to their motivation group. Intent-to-treat and as-treated bivariate and multivariable regressions assessed differences between intervention and control, overall and stratified by motivation group. Online course content engagement was low. In as-treated bivariate analyses comparing all nudged students to those not exposed to a nudge, engagement improved for 3 outcomes (watching videos, reviewing midterm/homework solutions), but not attendance. Self-identified Performers showed the most response: in as-treated analyses, nudged vs. not-nudged Performers watched significantly more videos (6.4 vs. 0.1, p < 0.001). Nudges tapping into students' deeper learning motivations show promise for increasing engagement, especially among extrinsically-motivated students.