Publikation:

Can students be encouraged to read? : Experimental evidence from a large lecture

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Datum

2022

Autor:innen

Klüser, K. Jonathan
Yang, Qixuan

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European Political Science. Springer. 2022, 21(3), pp. 398-412. ISSN 1680-4333. eISSN 1682-0983. Available under: doi: 10.1057/s41304-021-00351-9

Zusammenfassung

One of the structural problems of introductory lectures is that students’ learning progress is primarily assessed by taking a final exam. Weekly preparation and reading are driven only by self-motivation. Can a student’s decision to complete her weekly assignments be influenced by a simple reminder? In a pre-registered experimental design, we test if personalised reminders from the instructor delivered via text messages contribute to learning outcomes. We assess formative learning via regular quizzes at the beginning of each class, and summative learning via grades in a final exam. We do not find statistically significant differences in learning outcomes, and discuss how design features potentially drive this result. In the conclusion, we stress the importance of experimental design in assessing innovative and new learning techniques.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
320 Politik

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Experiments, Nudging, Randomization, Teaching

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ISO 690BREUNIG, Christian, K. Jonathan KLÜSER, Qixuan YANG, 2022. Can students be encouraged to read? : Experimental evidence from a large lecture. In: European Political Science. Springer. 2022, 21(3), pp. 398-412. ISSN 1680-4333. eISSN 1682-0983. Available under: doi: 10.1057/s41304-021-00351-9
BibTex
@article{Breunig2022-09stude-55210,
  year={2022},
  doi={10.1057/s41304-021-00351-9},
  title={Can students be encouraged to read? : Experimental evidence from a large lecture},
  number={3},
  volume={21},
  issn={1680-4333},
  journal={European Political Science},
  pages={398--412},
  author={Breunig, Christian and Klüser, K. Jonathan and Yang, Qixuan}
}
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