The Effects of Nudges on Students’ Use of the Diagnostic Assessment and Achievement of College Skills
DOI:
https://doi.org/10.24059/olj.v26i2.2674Keywords:
academic readiness, online learning, nudges, feedback, postsecondary educationAbstract
The purpose of this study is to examine the effects of nudges on online college students’ use of the Diagnostic Assessment and Achievement of College Skills (DAACS), a suite of free, online assessments, feedback, and resources designed to optimize student success in college. The results indicate that the nudges had an effect on students’ completion of the DAACS and on accessing the feedback. The effectiveness varied by type of nudge and the order in which a series of nudges was sent. Simply sending the nudges did not have a direct effect on academic outcomes, but students who responded to one series of nudges were more successful than those who did not.
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