Publication Date
8-2024
Date of Final Oral Examination (Defense)
5-8-2024
Type of Culminating Activity
Dissertation
Degree Title
Doctor of Education in Educational Technology
Department Filter
Educational Technology
Department
Educational Technology
Supervisory Committee Chair
Yu-Hui Ching, Ph.D.
Supervisory Committee Member
Patrick Lowenthal, Ph.D.
Supervisory Committee Member
Chareen Snelson, Ed.D.
Abstract
This dissertation presents a multiple-case study investigating the influence of using nudges to encourage students in a flipped classroom to complete coursework in a timely manner. Using two sections of the same course, the study explored the effectiveness of reminder and self-regulation nudges in promoting on-time completion of assignments among undergraduate college students. The research questions addressed the influence of reminder nudges on coursework completion and the efficacy of self-regulation nudges in encouraging timely completion behaviors. Findings revealed that while reminder nudges initially encouraged accountability and on-time coursework submission rates, students experienced nudge fatigue over time. Self-regulation nudges prompted students to engage in coursework planning strategies, but students faced challenges with sustaining influence and experiencing nudge fatigue. Data from focus group discussions revealed the importance of personalized nudges, varied messaging, and timeliness to maximize their impact. Recommendations for practice include tailoring nudges to student needs, providing advance notice for assignment deadlines, and including self-regulation strategies within nudges to support students’ academic success.
DOI
https://doi.org/10.18122/td.2275.boisestate
Recommended Citation
Richardson, Jilane Michelle, "A Nudge in the Right Direction: Nudging College Students in a Flipped Class to Become More Self-Regulatory" (2024). Boise State University Theses and Dissertations. 2275.
https://doi.org/10.18122/td.2275.boisestate