 The effect of goal-setting prompts in a blended learning environment—evidence from a field experimentErwin Amann and Sylvi Rzepka Economics of Education Review, 2023, vol. 92, issue C Abstract: Previous literature has shown that task-based goal-setting and distributed learning is beneficial to university-level course performance. We investigate the effects of making these insights salient to students by sending out goal-setting prompts in a blended learning environment with bi-weekly quizzes. The randomized field experiment in a large mandatory economics course shows promising results: the treated students outperform the control group. They are 18.8% (0.20 SD) more likely to pass the exam and earn 6.7% (0.19 SD) more points on the exam. While we cannot causally disentangle the effects of goal-setting from the prompt sent, we observe that treated students use the online learning platform earlier in the semester and attempt more online exercises compared to the control group. The heterogeneity analysis suggests that higher treatment effects are associated with low performance at the beginning of the course. Keywords: Natural field experiment; Blended learning; Behavioral economics; Goalsetting (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:92:y:2023:i:c:s0272775722001042 DOI: 10.1016/j.econedurev.2022.102331 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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