Abstract

This quantitative study (N = 299) focused on a heuristic instructional strategy that was implemented to positively influence aspects of student self-regulated learning (SRL), namely time management, motivation, and perseverance. Specifically, it investigated the effectiveness of pre-emptive digital nudging as a layer zero (pre-class) choice architecture intervention targeted at improving attendance and academic performance among first-year Japanese university students within an English as a foreign language (EFL) classroom context. The study found that the digitally nudged treatment group significantly outperformed the control group in terms of total test scores. Further analysis revealed that the primary reason for the improved performance was increased attendance. The digital nudges decreased absenteeism by up to 54% during the mid-course period with a medium effect size of Cohen’s d = 0.5. This also had a magnifying effect, as a simple reminder to take an approximately five-minute test led to better attendance in ninety-minute classes, increasing the opportunity for learning. A key finding of the study was that the digital nudge was similarly effective across ability levels in terms of raw mean average effect, a heuristic likely overriding demotivational factors that impact attendance. However, nudging did not appear to make students study harder, even though nudged to do so. This suggests nudging is a pre-emptive layer zero heuristic that helps to activate personal SRL goals, such as improved attendance.