Nudged to Class: Exploring Online Reminders through a Quasi-Experiment

Abstract

This study examines the effectiveness of digital nudges, specifically through WhatsApp reminders, in enhancing student attendance in e-tutorial sessions within an Open Distance Learning (ODL) environment. Using a quasi-experimental design, we compared attendance rates between a treatment group receiving WhatsApp reminders and a control group with no additional prompts. Results indicated a significant increase in attendance for the nudged group, with an average attendance of 3.63 sessions compared to 1.39 sessions in the control group. Statistical analysis confirmed the effectiveness of the nudges (t(77) = 3.56, p < 0.001), with an effect size of Cohen’s d = 0.81, and a chi-square test demonstrated a strong association between receiving digital nudges and improved attendance (χ² = 11.48, p < 0.001). These findings suggest that accessible digital nudges, such as WhatsApp reminders, can effectively enhance attendance in online learning contexts. Implications for scaling digital nudging strategies across educational settings are discussed, highlighting potential applications in broader fields of digital engagement. Future research could explore personalisation of nudges and other delivery platforms to maximize impact.