You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination

Probably not a substantial claim: may not pass S3 (load-bearing).

Methods based on log data are more suitable than self-report-based assessment tools to objectively assess student behavior.

“However, according to Csányi and Molnár (2023), since students' self-reported data are not always consistent with students' actual behavior, methods based on log data are more suitable than self-report-based assessment tools to objectively assess student behavior.”

• cites Csányi and Molnár (2023) sourcePartly supported

  The Educational relevance statement (p. 1) says self-reports are not always consistent with actual test-taking behavior and that log-data methods are more appropriate for investigating test-taking effort. The claim broadens that conclusion to objectively assessing student behavior generally; the paper's comparison concerns test-taking effort. (LLM, conf=0.85)

  Experimental — accuracy not yet measured

May combine two claims.

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).”

• cites Damgaard & Nielsen, 2018 sourcePartly supported

  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

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Push notifications supported cognitive presence by reminding students of assignments and directing them to information accessible on their mobile devices.

“In terms of engagement, Pham et al. (2016) found that engagement increased with the use of push notifications, while Motz et al. (2021) reported that push notifications supported cognitive presence by reminding students of assignments and directing them to information accessible on their mobile devices.”

• cites Motz et al. (2021) sourcePartly supported

  In “B. This Study” and “II. EXPERIMENT 1” (page numbers unavailable), the paper describes smartphone push notifications that remind students of approaching assignments and link to assignment details in the app. It does not report that the notifications supported cognitive presence; its discussion instead addresses assignment submissions and prospective memory. (LLM, conf=0.88)

  Experimental — accuracy not yet measured

May combine two claims.

Push notifications planned through Moodle course content and tasks had a positive effect on reducing students' academic procrastination, contrary to Aalbers et al. (2022).

“In this study, the push notifications, which were planned through Moodle course content and tasks, had a positive effect on reducing students' academic procrastination, contrary to the findings of Aalbers et al. (2022).”

• cites Aalbers et al. (2022) sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing).

Procrastination exhibited by high-performance students did not negatively affect their achievement.

“However, the researchers pointed out that the procrastination exhibited by students in the high-performance group did not negatively affect their achievement.”

• cites AlJarrah et al. (2018) sourcePartly supported

  The Intensity charts section reports that high-performing students, like the other groups, accessed materials late. The Discussion suggests that what appears to be procrastination among top students may instead be a smart use of time and effort. The paper does not establish that procrastination had no negative effect on their achievement. (LLM, conf=0.84)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing).

Student behaviors in online learning environments can be significantly influenced by individual characteristics such as prior knowledge, gender, learning preferences, personal interests, and motivation.

“As highlighted by Wong et al. (2018) in their comprehensive review, student behaviors in online learning environments can be significantly influenced by various individual characteristic, such as prior knowledge levels, gender, learning preferences, personal interests, and motivation.”

• cites Wong et al. (2018) sourcePartly supported

  Section 3.5.2 reports that prior knowledge and gender were associated with differences in learners’ responses to support, and concludes that human factors influence use of self-regulated learning strategies. Section 4 mentions interests and preferences as factors affecting learners’ needs, but the review does not establish a significant influence of each listed characteristic on student behavior; its reported analysis found no significant effect of initial motivation on transfer performance. (LLM, conf=0.82)

  Experimental — accuracy not yet measured

Classified as probably not a substantial claim.

Push notifications often led to procrastination, especially when related to social media, games, and messages, delaying study tasks.

“Aalbers et al. (2022) found that push notifications often led to procrastination, especially when related to social media, games, and messages, which were shown to delay study tasks.”

• cites Aalbers et al. (2022) sourcePartly supported

  The Discussion reports an association between notifications and procrastination, but says the observational data cannot establish that notifications caused it; procrastinatory messenger use could instead have generated more notifications. The paper discusses social media, games, and messaging as forms of smartphone use associated with procrastination, but does not show that notifications from those categories were especially likely to delay study tasks. (LLM, conf=0.90)

  Experimental — accuracy not yet measured

May combine two claims.

The experimental group logged into the system regularly and spread interaction with course content throughout the week on other days.

“However, when analyzing other days, it was found that the experimental group students, who received push notifications, logged into the system regularly and spread their interaction with course content throughout the week.”

May combine two claims.

The experimental group demonstrated higher engagement in number of sessions and time spent on activities compared to control.

“In the current study, analysis of log data after the push notification intervention revealed that students in the experimental group demonstrated higher levels of engagement compared to the control group, in terms of variables such as the number of sessions and time spent on activities, which are considered indicators of engagement in online learning environments.”

May combine two claims.

The experimental group logged into the LMS more regularly and at shorter intervals than the control group (mean interval 44.07 vs 73.92).

“When examining Table 3, it can be observed that the students in the experimental group logged into the LMS more regularly and at shorter intervals [t(51) = -5.056,p <.001].”

• Also stated in: § The effect of push notifications on online self-regulation skills · plain

  “While the interval between the students in the experimental group logging into the LMS was 44.07, this value was found to be 73.92 for the students in the control group.”

May combine two claims.

Some students continued to procrastinate even after receiving push notifications but still completed tasks before deadline.

“In this study, it was observed that some students continued to procrastinate even after receiving push notifications, but still completed their tasks before the deadline.”

May combine two claims.

The experimental group exhibited significant positive development in engagement and self-regulation and reduction in academic procrastination compared to the control group.

“As a result of the analysis of data obtained from log data, it was determined that the experimental group, which received push notifications, exhibited a significant positive development in engagement and self-regulation variables, as well as a reduction in academic procrastination behaviors compared to the control group.”

May combine two claims.

Participants' responses to push notifications varied: some expressed satisfaction, while others emphasized the need for greater personalization.

“However, not all students responded to these notifications in the same way.While a number of participants expressed satisfaction, others emphasized the necessity for greater personalization.”

May combine two claims.

No significant difference was found between groups in time spent in forum and number of interactions with forum.

“It is noteworthy that no significant difference was found between the experimental and control groups in terms of the time spent in the forum and the number of interactions with the forum-another observable indicator of participation behavior.”

May combine two claims.

Both groups logged into the system with similar frequency on the day before class, and notifications on this day did not create a statistically significant difference.

“In this study, both groups logged into the system with similar frequency on the day before class, and sending notifications on this day did not create a statistically significant difference.”

May combine two claims.

Statistically significant differences were found in completion of weekly reflections on forums and submission of assignments between groups.

“Statistically significant differences were found in the completion of weekly reflections on forums [U = 149.000,Z = -3.581,p <.001] and the submission of assignments [U = 187.000,Z = -2.904,p =.004] between the experimental and control groups.”

May combine two claims.

Push notifications had positive effects on number of sessions, interaction with course content, and time spent on platform.

“In the analyses related to student engagement, it was found that push notifications sent to the experimental group had positive effects on criteria such as the number of sessions, interaction with course content, and time spent on the platform.”

May combine two claims.

The control group's online self-regulation behaviors did not continue regularly and decreased significantly on other days.

“From the log data, it was evident that the online self-regulation behaviors of the control group, who did not receive push notifications, did not continue regularly and even decreased significantly on the other days of the week.”

May combine two claims.

Most students indicated push notifications had a positive effect on procrastination, while a few reported no impact.

“Based on the students' statements during the semi-structured focus group interviews concerning academic procrastination, although most students indicated that push notifications had a positive effect, a few students reported that the notifications had no impact on their procrastination behaviors.”

May combine two claims.

No significant difference was found between groups regarding login regularity and weekly interaction time with course content the day before face-to-face class.

“A review of the weekly distribution of self-regulation behaviors, based on log data from both groups, showed no significant difference between the experimental and control groups regarding login regularity and weekly interaction time with course content the day before the face-toface class.”

May combine two claims.

The experimental group attended more sessions than the control group, and this difference was statistically significant.

“Similarly, when the number of sessions attended by the students was compared, it was found that the students in the experimental group were more than the students in the control group and this difference was statistically significant [U = 80.500, Z = -4.803,p <.001].”

May combine two claims.

One student expressed a negative emotional response to notifications without changing procrastination behavior.

“Although this student did not change their procrastination behavior, they expressed a negative emotional response to the notifications.”

May combine two claims.

The majority of the experimental group reported that notifications helped reduce procrastination, except a small number with habitual procrastination.

“In summary, except for a small number of students who had made procrastination a habitual part of their individual study routines, the majority of the experimental group who received push notifications reported that the notifications helped reduce their procrastination behaviors.”

May combine two claims.

The experimental group spent more time on each piece of content and had more interactions with content than the control group.

“When examining Table 2, the time spent by students in the experimental group on each piece of content shared in the system and the number of interactions with the content in these activities were higher than those in the control group.”

May combine two claims.

The experimental group demonstrated interaction-based participation behaviors, and their navigation time increased.

“As a result, the experimental group demonstrated interaction-based participation behaviors, and their navigation time increased accordingly:”

May combine two claims.

The experimental group interacted with course content for longer periods on other days of the week, a statistically significant difference.

“However, it was found that students in the experimental group, who received push notifications, interacted with the course content for longer periods on the other days of the week, which constitutes a statistically significant difference.”

May combine two claims.

The experimental group exhibited higher engagement in interaction with content, navigation time, and total session count compared to control.

“In this study, the experimental group students, who received push notifications, exhibited higher engagement compared to the control group in behaviors such as interaction with content, navigation time, and total session count.”

May combine two claims.

Statistically significant differences were found in all activities except time spent in the forum and number of interactions in the forum.

“When the two groups were compared for each activity, statistically significant differences were found in all activities except the time spent in the forum activity [U = 266.000,Z = -1.497,p =.134] and the number of interactions [U = 304.000,Z = -0.820,p =.12].”

May combine two claims.

The experimental group had shorter time to complete weekly reflections in forums and submit assignments, indicating reduced postponement.

“Regarding the completion of tasks requiring submission within a specific time frame, it was observed that both weekly reflections in the forums and the time to submit assignments were shorter in the experimental group, meaning that the time taken to postpone these tasks was reduced.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Analyzing students' behaviors in online learning environments with monitoring data such as log data is considered a more effective method for detecting procrastination behaviors and implementing intervention processes.

“In addition, analyzing students' behaviors in online learning environments with monitoring data such as log data is considered a more effective method for detecting procrastination behaviors and implementing intervention processes (Agnihotri et al., 2020).”

• cites Agnihotri et al., 2020Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Log data provided by LMSs can be used as a valuable resource to determine students' engagement levels.

“The log data provided by LMSs used in online learning processes can be used as a valuable resource to determine students' engagement levels (Liu et al., 2019).”

• cites Liu et al., 2019Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Student engagement in online learning environments is directly related to the use of technology and interaction.

“Student engagement in online learning environments is directly related to the use of technology and interaction (Cheng & Xie, 2021).”

• cites Cheng & Xie, 2021 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Expert feedback was sought for the interview questions, and a pilot interview was conducted with a participant.

“Expert feedback was sought for the interview questions, and a pilot interview was conducted with a participant.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Notifications can positively affect time management skills.

“Tabuenca et al. (2015) noted that notifications can positively affect time management skills.”

• cites Tabuenca et al. (2015) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Behavioral engagement can be assessed by indicators such as the number of logins in online learning environments, frequency of access to learning materials, the number of posts on the platform, time spent online, and interaction with content.

“Behavioral engagement can be assessed by indicators such as the number of logins in online learning environments, frequency of access to learning materials, the number of posts on the platform, time spent online, and interaction with content (Henrie et al., 2015).”

• cites Henrie et al., 2015 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Existing studies advocate for further investigation into the benefits of notification-based reminders in long-term applications.

“On the other hand, empirical research in this area remains limited (Andrews, 2020), and existing studies advocate for further investigation into the benefits of notificationbased reminders in long-term applications (Evans & Rivera, 2024).”

• cites Evans & Rivera, 2024Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Online behaviors during the initial three weeks were excluded from the study to ensure that participants' awareness of the study did not influence the system's observations.

“Furthermore, the online behaviors exhibited during the initial three weeks were excluded from the study's scope, with the objective of ensuring that the participants' awareness of the study did not influence the system's observations.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The identification of codes and themes was carried out by two independent researchers using MAX-QDA.

“the identification of codes and themes was carried out by two independent researchers using MAX-QDA (VERBI Software, 2021).”

Probably not a substantial claim: may not pass S3 (load-bearing).

In this study, notifications were disseminated to participants for only one course content.

“In this study, notifications were disseminated to participants for only one course content.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The content analysis process was repeated after six months, and consistency was evaluated by comparing codes and themes between the two analyses.

“This content analysis process was repeated by the same researchers after six months, and the consistency of the data was evaluated by comparing the codes and themes determined during the second analysis with those identified in the first content analysis.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Online behaviors in the current study may provide a limited perspective to reflect the complexity of learning.

“Furthermore, it is considered that the online behaviors in the current study may provide a limited perspective to reflect the complexity of learning.”

May combine two claims.

The intervention was conducted in a natural classroom setting with predominantly female students.

“The intervention was conducted in a natural classroom setting, where the participant group predominantly consisted of female students.”

May combine two claims.

Push notifications helped establish regular login habits and increased interaction duration with course content.

“The results indicate that the push notifications used in this study helped establish regular login habits and increased interaction duration with course content, as evidenced through weekly analyses.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Disseminating a high volume of notifications can cause students to become desensitized to these communications.

“Studies in the literature (Evans & Rivera, 2024;Joosten, 2021) emphasizes that disseminating a high volume of notifications can yield an unintended consequence: students may become desensitized to these communications.”

• cites Evans & Rivera, 2024Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Joosten, 2021Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Students with self-regulation skills regularly engage with course content.

“Similar to studies by Kim et al. (2018), which found that students with self-regulation skills regularly engage with course content”

• cites Kim et al. (2018) sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

The regularity of login intervals can be calculated according to the standard deviation of login intervals each week.

“Kim et al. (2018) stated that the regularity of login intervals can be calculated according to the standard deviation of login intervals each week.”

• cites Kim et al. (2018) sourceNot checked — no full text of the source