An Intelligent Nudging System to Guide Online Learners

This work discusses a nudging intervention mechanism combined with an artificial intelligence (AI) system for early detection of learners’ risk of failing or dropping out. Different types of personalized nudges were designed according to educational principles and the learners’ risk classification....

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Bibliographic Details
Published in:International review of research in open and distance learning 2022-02, Vol.23 (1), p.41-62
Main Authors: Rodríguez, M. Elena, Guerrero-Roldán, Ana Elena, Baneres, David, Karadeniz, Abdulkadir
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Failure
Artificial Intelligence
At Risk Students
at-risk learners
Classification
College Students
Communication
Computer Science Education
Customization
Distance learning
Dropout Prevention
early warning system
Education
Educational Environment
Educational objectives
Educational Resources
Electronic Learning
Feedback
Goal setting
Intervention
nudges
Online instruction
online learning
Student Attitudes
Student Satisfaction
Teacher Student Relationship
Teachers
Virtual Classrooms
Virtual Schools
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Summary:This work discusses a nudging intervention mechanism combined with an artificial intelligence (AI) system for early detection of learners’ risk of failing or dropping out. Different types of personalized nudges were designed according to educational principles and the learners’ risk classification. The impact on learners’ performance, dropout reduction, and satisfaction was evaluated through a study with 252 learners in a first-year course at a fully online university. Different learners’ groups were designed, with each receiving a different set of nudges. Results showed that nudges positively impacted the learners’ performance and satisfaction, and reduced dropout rates. The impact significantly increased when different types of nudges were provided. Our research reinforced the role of AI as useful in online, distance, and open learning for providing timely learner support, improved learning experiences, and enhanced learner-teacher communication.
ISSN:1492-3831
1492-3831
DOI:10.19173/irrodl.v22i4.5407