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Cited by 321Decision-Making and Behavioral EconomicsExperimental Behavioral Economics StudiesSchool Choice and Performance

Nudging in education

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Damgaard, Mette Trier, Nielsen, Helena Skyt·2018·Economics of Education Review
DOI 10.1016/j.econedurev.2018.03.008
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Abstract

Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of self-control, limited attention and social norms) likely influence choices and this may motivate the use of low cost ‘nudges’ to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.

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  • Nudging students with push notifications in online education has a positive effect on course completion, time management, self-regulation, and participation.

    “Research has demonstrated that nudging students with push notifications in online education has a positive effect on course completion, time management, selfregulation, and participation (Damgaard & Nielsen, 2018).”

    From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as Damgaard & Nielsen, 2018

    Section 3.6.1 (page unavailable) reports a short-term increase in online-forum contributions after MOOC reminders, supporting only a limited participation effect. It also reports no effects from reminders to study, while the course-completion gains in sections 3.5 and 3.9 involved different interventions. The copy does not establish that push notifications improve course completion, time management, and self-regulation together. (LLM, conf=0.87)

    Experimental — accuracy not yet measured

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Authors
Damgaard, M. T., & Nielsen, H. S.
Affiliations
Aarhus University (DK)
Corresponding author
Nielsen, Helena Skyt
ORCID
Venue
Economics of Education Review
Publisher
Elsevier BV
Published
2018-06
Volume
64
Pages
313-342
ISSN
0272-7757 (ISSN-L)
DOI
10.1016/j.econedurev.2018.03.008
OpenAlex
W2770744146
Cited by
321
References
35
Citations by year
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FWCI
18.59
Type
journal article
Language
en
Open access
Licence
Locations
Economics of Education Review (publishedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Decision Sciences › General Decision Sciences › Decision-Making and Behavioral Economics
  • Social Sciences › Safety Research › Experimental Behavioral Economics Studies
  • Social Sciences › Education › School Choice and Performance
Keywords
nudging, behavioral interventions, educational decision-making, children and adolescents, parents, teachers, self-control, attention, social norms, intrinsic motivation, crowding out, behavioral barriers, nudging effectiveness

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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