The effects of nudging on in-semester student learning behaviour and emotions: a case study of students at risk

Charanjit Kaur, Ainura Tursunalieva

Research output: Chapter in Book/Report/Conference proceedingConference PaperOtherpeer-review

Abstract

Student retention plays a significant role in higher education. The primary focus of the current discourse on attrition is on efforts made at the institutional level. Given that the main driver of attrition is a lack of student engagement and support, we argue that shifting the focus to individual units of study will improve completion rates more sustainably. In this paper, we introduce a case study of using personalised emails to improve completion rate in a core statistical unit that is part of a graduate programme. We sent personalised emails to students who were at risk of failing in order to nudge them towards putting more effort and achieving better academic performance. These emails are customised based on in-semester workshop attendance and assessment performance results. We then analysed student performance and engagement in learning before and after the interventions. We have also captured emotional sentiments from student replies. Preliminary findings suggest that prompting students to alter their learning behaviour early in the semester is a more effective preventive strategy for improving completion rates.
Original languageEnglish
Title of host publicationOZCCOTS 2021
Subtitle of host publicationProceedings of the 10th Australian Conference on Teaching Statistics
EditorsAyse Aysin Bilgin, Stephanie Budgett
PublisherInternational Association of Statistical Education
Pages85-90
Number of pages6
ISBN (Print)9780980595031
Publication statusPublished - 2021
EventAustralian Conference on Teaching Statistics 2021 - Virtual / Online
Duration: 8 Jul 20219 Jul 2021
Conference number: 10th

Conference

ConferenceAustralian Conference on Teaching Statistics 2021
Abbreviated titleOZCOTS 2021
Period8/07/219/07/21

Cite this