Nudging in education: from theory towards guidelines for successful implementation

Abstract

Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3-28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context.

Automated Assessment of and Feedback on Concept Maps During Inquiry Learning

“…It is possible that the gains we detected are because feedback on this criterion was typically given early in the concept map creation process when students were more likely to subsequently make improvements to their concept maps. For future research, interesting avenues concern the differential effects of scaffolding, feedback, and the use of nudging techniques [42] for students with different backgrounds.…”

An Intelligent Nudging System to Guide Online Learners

“…In education, recent work (Weijers et al, 2020) has stated that the application of nudging has been sparse, constituting a new research field. Nevertheless, the literature suggested that nudges impact engagement, task completion, and the study of learning resources (Kraft & Rogers, 2015;Martinez, 2014;van Oldenbeek et al, 2019;York et al, 2019).…”

Boosting the Understanding and Approval of Anti‐Corona Measures–Reducing Exponential Growth Bias and its Effects through Educational Nudges

“…Educational research demonstrates that particularly transparent type 2 nudges, i.e. nudges that also trigger reflective thinking and aim at changing deliberate choices, could be adjuvant with regard to EGB (Weijers et al, 2020). Schonger and Sele furthermore demonstrate that regarding infectious diseases, the way exponential growth is communicated, i.e.…”