August 23, 2022
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The aim of this work-in progress study is to explore the impact of digital nudging strategies on the students’ app engagement while using an educational application (i.e., CourseMIRROR). CourseMIRROR prompts students to reflect on their learning after each lecture and uses natural language processing algorithms to generate summaries of those reflections. Although, prior studies have provided evidence on the effectiveness of the educational apps on students’ learning, there have been concerns about their inability to keep students engaged with the application. However, it is observed that behavioral interventions can be the way for positive reinforcements. Drawing from the “Nudge Theory” in behavioral sciences, we aim to use nudging strategies to enhance students’ app engagement. In this study, we outline the process of introducing nudge interventions in application CourseMIRROR. In this paper, we describe the method to introduce the application in three sections of STEM course at Midwestern University. Furthermore, this study describe a quasi-experimental approach to understand the effectiveness of nudging strategies on students’ app engagement. We suggest the methodology by dividing the sections of the course into three groups, where two groups will be nudged with two different nudge interventions, and third group is suggested to be a control group with no intervention. As the use of nudging strategies is new to educational applications and engineering education, the approach and effectiveness of nudging may help the future educators to use the educational apps in more effective ways to keep students engaged and eventually help students for their performance in large courses.
Butt, A. A., & Anwar, S., & Menekse, M. (2022, August), WIP: Role of digital nudging strategies on STEM students’ application engagement Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41039
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