Implementing online personalized social comparison nudges in a web-enabled coaching system

Brown, Michael G.; Schiltz, James J; Derry, Holly A.; Holman, Caitlin

doi:10.1016/j.iheduc.2019.100691

Cited by 15 publications

(14 citation statements)

References 21 publications

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“…Nonetheless, Damgaard and Nielsen's (2018) review of nudges in education does suggest that social comparison nudges are effective if they provide information about the behaviour of others without providing relative performance feedback. As in the study of Brown et al (2019), where students with low levels of grade importance responded positively to social comparison nudges that depicted when peers accessed assignments relative to the due date. Such social comparison nudges that facilitate comparisons with the behaviour of other students resemble social belonging and identity activation nudges, for which positive effects are common for particular groups of students (Damgaard & Nielsen, 2018).…”

Section: Implications and Future Research Suggestions For Tailored Nu...mentioning

confidence: 82%

“…For instance, a large field experiment demonstrates that setting goals for completing online practice exams increased the number of practice exams students completed and increased course performance (Clark et al, 2020). Another in-class study implemented online personalized social comparison nudges (eg, depicting when peers accessed assignments relative to the due date) and finds no broad behaviour change, but does show that students with low levels of grade importance respond positively to multiple nudges and receive higher grades at the end of term (Brown et al, 2019).…”

Section: Practitioner Notesmentioning

confidence: 99%

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Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels

Plak

Klaveren

Cornelisz

2022

Brit J Educational Tech

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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, highlighting the relevance of acknowledging differences in motivation and ability in allocating nudges to elicit target behaviour. First, we assessed whether pre-existing levels of motivation and perceived ability to participate are effective in identifying different propensities of responsiveness to plain untailored nudges. Next, we evaluated whether tailoring nudges to students' motivation and perceived ability levels increases target behaviour by means of a randomized field experiment in which 579 first-year university students received 6 consecutive emails over the course of three weeks to nudge behaviour regarding successful participation in the online exam. First, the results point out that motivation explains differences in engagement as indicated by student responsiveness and participation, whereas the perceived ability to participate does not. Second, the results from the randomized field experiment indicate that tailored nudging did not improve observed engagement. Implications for the potential of providing motivational information to improve participation in online educational activities are discussed, as

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Section: Implications and Future Research Suggestions For Tailored Nu...mentioning

confidence: 82%

Section: Practitioner Notesmentioning

confidence: 99%

Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels

Plak

Klaveren

Cornelisz

2022

Brit J Educational Tech

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“…The internet archive is a Way Back Machine, the largest website which keeps the history of the evolving web. The internet archive currently contains more than 240 billion web pages with archives as far back as 1996, allowing the users to travel back in time to search archived versions of web pages through the Way back Machine and collects the portions of the web and saves them year by year (Chavez-Demoulin et al 2000). The internet archive is an open access website where anyone can get data free of cost (Tofel 2007).…”

Section: A Brief Review Of Internet Archivementioning

confidence: 99%

“…Because of the increasingly use of web resources in teaching and academic research (Hickey et al 2020;Galikyan and Admiraal 2019;Brown et al 2019;Molinillo et al 2018;Hassan et al 2012Hassan et al , 2017Waheed et al 2018;Bonaccorsi et al 2017b, a) internet archive is mostly used for scholarly communication. The particular distinguishing characteristic for this mission is that it retains all retrieved copies of web pages which are indexed by their URL so that variations in a page over time can be chased, and old pages that have been removed from the web can still be found.…”

Section: A Brief Review Of Internet Archivementioning

confidence: 99%

Webometrics: evolution of social media presence of universities

et al. 2021

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This paper aims at an important task of computing the webometrics university ranking and investigating if there exists a correlation between webometrics university ranking and the rankings provided by the world prominent university rankers such as QS world university ranking, for the time period of 2005-2016. However, the webometrics portal provides the required data for the recent years only, starting from 2012, which is insufficient for such an investigation. The rest of the required data can be obtained from the internet archive. However, the existing data extraction tools are incapable of extracting the required data from internet archive, due to unusual link structure that consists of web archive link, year, date, and target links. We developed an internet archive scrapper and extract the required data, for the time period of 2012-2016. After extracting the data, the webometrics indicators were quantified, and the universities were ranked accordingly. We used correlation coefficient to identify the relationship between webometrics university ranking computed by us and the original webometrics university ranking, using the spearman and pearson correlation measures. Our findings indicate a strong correlation between ours and the webometrics university rankings, which proves that the applied methodology can be used to compute the webometrics university ranking of those years for which the ranking is not available, i.e., from 2005 to 2011. We compute the webometrics ranking of the top 30 universities of North America, Europe and Asia for the time period of 2005-2016. Our findings indicate a positive correlation for North American and European universities, but weak correlation for Asian universities. This can be explained by the fact that Asian universities did not pay much attention to their websites as compared to the North American and European universities. The overall results reveal the fact that North American and European universities are higher in rank as compared to Asian universities. To the best of our knowledge, such an investigation has been executed for the very first time by us and no recorded work resembling this has been done before.

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“…Similar to gamification, personalized learning analytics dashboards have the potential to increase student engagement, but the focus on real‐time data strongly supports student self‐regulation (Aljohani et al, 2019; Brown et al, 2019). In learning analytics dashboards, students can reflect on learning and change behaviours through the visualization of progress (Park & Jo, 2019).…”

Section: Introductionmentioning

confidence: 99%

Investigating the impact of a gamified learning analytics dashboard: Student experiences and academic achievement

Alam,

Malone,

Nadolny

et al. 2023

Computer Assisted Learning

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BackgroundThe substantial growth in gamification research has connected gamified learning to enhanced engagement, improved performance, and greater motivation. Similar to gamification, personalized learning analytics dashboards can enhance student engagement.ObjectivesThis study explores the student experiences and academic achievements using a gamified dashboard in a large, introductory STEM course.MethodsWe examined two groups of students enrolled in different sections of a one‐semester‐long physical geology course with a total enrollment of 223 students. The only difference between the groups was that one had access to the dashboard. The data collection included students' assignments, overall performances, and exam scores. Students in both sections completed a Science Literacy Concept Inventory survey at the beginning and end of the term. Additionally, students completed an end‐of‐term survey containing open‐ended questions on their experience and interactions with specific elements.ResultsStudents shared mostly positive comments about their experience with the dashboard, and the final grade of students with access to the dashboard was 13% higher, on average, compared to their peers in the non‐dashboard section.ConclusionWith low costs and little time invested, gamified dashboards could have a significant impact on student performance in large STEM lecture courses.

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Implementing online personalized social comparison nudges in a web-enabled coaching system

Cited by 15 publications

References 21 publications

Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels

Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels

Webometrics: evolution of social media presence of universities

Investigating the impact of a gamified learning analytics dashboard: Student experiences and academic achievement

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