Can behavioral tools improve online student outcomes? Experimental evidence from a massive open online course

被引：25

作者：

Patterson, Richard W. ^{[1
]}

机构：

[1] US Mil Acad, Dept Social Sci, B117 Lincoln Hall, West Point, NY 10996 USA

来源：

JOURNAL OF ECONOMIC BEHAVIOR & ORGANIZATION | 2018年 / 153卷

关键词：

Education; Self control; Commitment devices; Reminders; SELF; COMMITMENT; ECONOMICS; MEMORY; MODEL;

D O I：

10.1016/j.jebo.2018.06.017

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

In order to address poor outcomes for online students, I leverage insights from behavioral economics to design three software tools including (1) a commitment device, (2) an alert tool, and (3) a distraction blocking tool. I test the impact of these tools in a massive open online course (MOOC). Relative to students in the control group, students in the commitment device treatment spend 24% more time working on the course, receive course grades that are 0.29 standard deviations higher, and are 40% more likely to complete the course. In contrast, outcomes for students in the alert and distraction blocking treatments are statistically indistinguishable from the control. Published by Elsevier B.V.

引用

页码：293 / 321

页数：29

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