Nudging in education: from theory towards guidelines for successful implementation
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Nudging in education: from theory towards guidelines for successful implementation Robert J. Weijers 1
1
& Björn B. de Koning & Fred Paas
1,2
Received: 6 February 2020 / Revised: 4 August 2020 / Accepted: 5 August 2020 # The Author(s) 2020
Abstract
Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3–28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context. Keywords Nudging . Educational psychology . Learning behavior . Teaching strategies . Instructional support
* Robert J. Weijers [email protected] Björn B. de Koning [email protected] Fred Paas [email protected]
1
Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Burgemeester Oudlaan 50, 3062 PA Rotterdam, The Netherlands
2
School of Education/Early Start, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
R. J. Weijers et al.
In education, desired behavior is often difficult to achieve (Ruggeri 2019). Nudging theory (Thaler and Sunstein 2008) is a framework frequently used in behavioral science and behavioral economics, which asserts that subtle and indirect changes in the environment are effective means to change people’s behavior and decision-making. In this article, we focus on successful implementation of nudging in education. To do so, we first investigate what nudge types utilize what cognitive processes and connect these underlying processes to different educational contexts. This results in a decision matrix that helps to determine what nudge type is best suited for a given educational context, or vice versa.
Nudging A nudge is defined as “any aspect of the choice architecture that alters people’s behavior in a predictable way without forbidding any options or significantly changing their economic incentives. To count as a mere nudge, the intervention must be easy and cheap to avoid.” (Thaler and Sunstein 2008, p. 6). The book Nudge contains widely known examples, such as the inclusion of the image of a fly in the urinal to reduce spillage and the automatic optin instead of opt-out of a pension plan. S
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