Footnote:
Nach Informationen von SSRN wurde die ursprüngliche Fassung des Dokuments Januar 2020 erstellt
Description:
I use the introduction of new study material in a university course to test four manipulations designed to change the cost of using resources, the perceived benefit from use, and the likelihood to remember the possibility to use the resource. I find that a reminder increases use of study material, which is consistent with students forgetting about the availability of the material. The reminder also had a significant positive effect on grades, improving the average grade among those affected by two grade levels. Further subgroup analyses provide evidence that the reminder was not effective in improving grades for students who are not likely to do well in exams because of poor preparation. For students who are likely to do well regardless of the treatment, there is some evidence, that the treatments further improved grades. These results imply that nudges in education need to be designed carefully to take heterogeneous effects on students from different backgrounds into account. Some nudges may exacerbate educational inequalities