Nudging students' interest in learning a new language: An experimental proof of concept for an online informational-nudge

Abstract

Motivating students to persist in learning they did not choose is one of the most challenging parts of being an educator. Psychological, classroom-based interventions have been popularized, but less research has explored online support outside the classroom. An experimental test of the efficacy of a programme of informational nudge videos for the support of students' interest in learning a new language during compulsory university course in Japan was conducted. First/second year students (n = 2364; F = 627), participated in the experimental study. The experimental group watched 14 engaging informational videos (mean = 56 s) twice. The control group watched 14 videos that taught a specific an English phrase for the same amount of time. Prior/post individual interest, and prior utility-value for learning English, and their prior course self-efficacy were collected. Students pre/post English knowledge and their persistence in course online learning components was collected. Following latent profile analysis based on prior variables, the full sample and each subgroup was used to test a fully-forward longitudinal Structural Equation Model which tested the impact of the experiment on students' future individual interest in learning English. The LPA reveal three latent subgroups labelled low, moderate and high motivation. SEM test indicated a small, positive experimental effect for full sample (β = .05) and a larger effect for the moderate motivation subgroup (β = .08). Post individual interest for the moderate group was a significant predictor of e-learning persistence (β = .23), which predicted future knowledge (β = 10). This pilot programme of informational nudges presented a small significant longitudinal effect for future individual interest for the full sample and moderate motivation subgroup. This was followed by subsequent mediated links to e-learning persistence and knowledge growth. The informational nudge experiment presented positive results indicating that these informational, “light-touch” nudges have the propensity to support students' interest in learning.