<p> The proliferation of digital educational applications (apps) has revolutionized the pedagogical landscape for students and instructors, both within and beyond the confines of traditional classrooms. Educational apps offer a variety of features that can help students learn more effectively, including personalized instruction and real-time feedback. However, some studies have found that students may not be engaging with the apps regularly or for extended periods of time. This lack of engagement can limit the apps’ potential to improve student learning. Consequently, researchers have investigated methods to enhance students’ app engagement, including the use of digital nudges. Digital nudging is a strategy that proposes utilizing small, non-intrusive cues that capitalize on individuals’ cognitive biases to influence their behavior.</p> <p><br></p> <p>This dissertation makes a significant contribution to ongoing efforts by examining the effectiveness of nudge-based digital interventions in improving students’ engagement with the CourseMIRROR educational app. CourseMIRROR is an educational mobile app that prompts students to reflect on the interesting and confusing aspects of lectures throughout a semester. The CourseMIRROR app uses Natural Language Processing (NLP) algorithms to 1) scaffold the students while generating reflections and 2) summarize the students’ submitted reflections. This study focuses on designing digital nudges to improve students’ cognitive and behavioral engagement with specific features of the app that are crucial to achieving its primary purposes. These primary purposes include 1) facilitating students to submit reflections, 2) enabling students to view the reflection summary interface, and 3) scaffolding students to write in-depth and comprehensive reflections. The study consists of three experiments investigating the effectiveness of these digital nudges for improving student engagement with the CourseMIRROR app. </p> <p><br></p> <p>For this dissertation, I conducted three experiments by implementing the CourseMIRROR app in multiple sections of a first-year engineering course at Purdue University over a semester. <em><strong>Experiment 1</strong></em> investigated the impact of social comparison nudge and neutral reminder nudge to increase students’ reflection submissions by using the app. Students were randomly assigned to one of three conditions: social comparison nudge, neutral reminder nudge, or baseline (no nudge). The social comparison nudge involved reminding and showing peers’ behavior through their reflection submissions, and the neutral reminder nudge involved sending automated reminders to students to submit their reflections. The results indicated that social comparison and neutral reminder nudges were effective in increasing reflection submissions compared to the baseline condition. However, the social comparison nudge was slightly more effective in improving the number of reflection submissions than the neutral reminder nudge. Also, the nudge interventions became effective in increasing the reflection submissions by refocusing the students’ attention as time progressed in the semester. </p> <p><br></p> <p><em><strong>Experiment 2</strong></em> explored the impact of summary reminder nudges and interface nudges to increase students’ visits to the reflection summary interface in the app. Students were randomly assigned to summary reminder nudge, interface nudge, or baseline conditions. The summary reminder nudge involved reminding students to visit the reflection summary interface in the app. The interface nudge involved making the summary available lecture more prominent to draw students’ attention to the reflection summary interface. The result revealed that summary reminder and interface nudges did not significantly improve the number of students’ visits to the reflection summary interface. Also, for all conditions, students’ visits to reflection summary interface decreased over time as time progressed. </p> <p><br></p> <p><em><strong>Experiment 3</strong></em> examined the impact of scaffolding and throttling mindless nudges on promoting more comprehensive and lengthier reflection submissions. Students were randomly assigned to one of three conditions: scaffolding nudge, throttling mindless nudge, or baseline. The scaffolding nudge involved providing students with real-time feedback to guide their reflection writing, while the throttling mindless nudge involved giving a pause to re-think if they want to move forward to the next question or revise their reflection in the application. Overall, the results showed that scaffolding and throttling mindless nudges effectively promoted more comprehensive and lengthier reflection submissions over the semester and within each time. However, students’ reflections in all conditions remained either consistent or decreased in reflection text length and specificity score over time in a semester.  </p> <p><br></p> <p>The study’s results indicate that digital nudges can effectively enhance students’ engagement with educational applications, especially in reflection activities using CourseMIRROR. These findings provide valuable insights into designing and implementing digital nudges in educational apps and evaluating their impact on student engagement. Future research should build on these results to develop a more comprehensive understanding of the potential of digital nudges to support student engagement in educational technology settings.</p>

<p>he use of student-centered instructional strategies is a common practice in engineering classes. However, understanding which instructional strategies have a more profound effect on students’ performance and motivation is fundamental in course design. Such comparisons would allow instructors to design and plan their courses with better learning activities, which could lead to better student engagement and learning. In this three-paper dissertation, I explored the relative effectiveness of two instructional strategies 1) reflective thinking, and 2) teamwork participation by primarily using quantitative methods. Self-regulated learning theory and the Interactive-Constructive-Active-Passive (ICAP) framework guided the selection of these two strategies.</p><p>The first study investigated the relationship of an instructional strategy and a motivational construct through the following research questions: 1) Do students with high academic self-efficacy generate high-quality reflections? 2) To what degree do students’ self-efficacy beliefs and reflection quality scores predict their learning outcomes? Bivariate Pearson product-moment correlation and multiple linear regression were used to analyze the relationships.</p><p>In the second study, I focused on studying the relative effectiveness of two instructional strategies on a motivational construct in a larger engineering class. More specifically, the second study focused on understanding change in students’ participation in two instructional strategies (i.e., reflective thinking and teamwork) and students’ achievement goals. Further, the study investigated the unique contribution of instructional strategies on students’ academic performance and changes in achievement goals. I used stepwise hierarchical regression, simultaneous regression, and repeated measures ANOVA to analyze the data.</p><p></p><p>The third study focused on investigating the role of the same two instructional strategies on students’ academic performance and multiple motivational constructs (i.e., self-efficacy, task value, and engagement). I used structural equation modeling, and repeated measures ANOVA to analyze the data.</p>