TY  - JOUR
A1  - Amann, Erwin
A1  - Rzepka, Sylvi
T1  - The effect of goal-setting prompts in a blended learning environment
T2  - Economics of education review
N2  - Previous literature has shown that task-based goal-setting and distributed learning is beneficial to university-level course performance. We investigate the effects of making these insights salient to students by sending out goal-setting prompts in a blended learning environment with bi-weekly quizzes. The randomized field experiment in a large mandatory economics course shows promising results: the treated students outperform the control group. They are 18.8% (0.20 SD) more likely to pass the exam and earn 6.7% (0.19 SD) more points on the exam. While we cannot causally disentangle the effects of goal-setting from the prompt sent, we observe that treated students use the online learning platform earlier in the semester and attempt more online exercises compared to the control group. The heterogeneity analysis suggests that higher treatment effects are associated with low performance at the beginning of the course.
Y1  - 2022
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/63288
SN  - 0272-7757
VL  - 92
PB  - Elsevier Science
CY  - Amsterdam
ER  -