Increasing Student Engagement in Quantitative Public Health Coursework through Tailored Nudges: Results from a Randomized Trial
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| Title: | Increasing Student Engagement in Quantitative Public Health Coursework through Tailored Nudges: Results from a Randomized Trial |
|---|---|
| Language: | English |
| Authors: | Samantha Garbers (ORCID |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2026 70(1):57-68. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Public Health, Health Education, Higher Education, Prompting, Randomized Controlled Trials, Learning Motivation, College Students, Online Courses, Video Technology, Homework, Attendance |
| DOI: | 10.1007/s11528-025-01125-6 |
| ISSN: | 8756-3894 1559-7075 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505830 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-025-01125-6 |
