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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 0000-0002-5936-6811), Kaiya John, Christine Mauro, Matthew R. Lamb, Adam S. Brown, Elissa Sorojsrisom, L. Roxanne Russell
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
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  Data: 10.1007/s11528-025-01125-6
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  Data: 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&#39; 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 &lt; 0.001). Nudges tapping into students&#39; deeper learning motivations show promise for increasing engagement, especially among extrinsically-motivated students.
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        Value: 10.1007/s11528-025-01125-6
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      – TitleFull: Increasing Student Engagement in Quantitative Public Health Coursework through Tailored Nudges: Results from a Randomized Trial
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