@techreport{AmannRzepka2021,
  type      = {Working Paper},
  author    = {Amann, Erwin and Rzepka, Sylvi},
  title     = {The Effect of Goal-Setting Prompts in a Blended Learning Environment},
  series = {CEPA Discussion Papers},
  journal   = {CEPA Discussion Papers},
  number    = {25},
  issn      = {2628-653X},
  doi       = {10.25932/publishup-49347},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-493476},
  pages     = {22, vi},
  year      = {2021},
  abstract  = {We investigate how inviting students to set task-based goals affects usage of an online learning platform and course performance. We design and implement a randomized field experiment in a large mandatory economics course with blended learning elements. The low-cost treatment induces students to use the online learning system more often, more intensively, and to begin earlier with exam preparation. Treated students perform better in the course than 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. There is no evidence that treated students spend significantly more time, rather they tend to shift to more productive learning methods. The heterogeneity analysis suggests that higher treatment effects are associated with higher levels of behavioral bias but also with poor early course behavior.},
  language  = {en}
}
@techreport{FelfeKocherRaineretal.2021,
  type      = {Working Paper},
  author    = {Felfe, Christina and Kocher, Martin and Rainer, Helmut and Saurer, Judith and Siedler, Thomas},
  title     = {More Opportunity, More Cooperation?},
  series = {CEPA Discussion Papers},
  journal   = {CEPA Discussion Papers},
  number    = {32},
  issn      = {2628-653X},
  doi       = {10.25932/publishup-50864},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-508643},
  pages     = {63},
  year      = {2021},
  abstract  = {Inequality of opportunity, particularly when overlaid with socioeconomic, ethnic, or cultural differences, may limit the scope of cooperation between individuals. A central question, then, is how to overcome such obstacles to cooperation. We study this question in the context of Germany, by asking whether the propensity of immigrant youth to cooperate with native peers was affected by a major integration reform: the introduction of birthright citizenship. Our unique setup exploits data from a large-scale lab-in-the-field experiment in a quasi-experimental evaluation framework. We find that the policy caused male, but not female, immigrants to significantly increase their cooperativeness toward natives. We show that the increase in out-group cooperation among immigrant boys is an outcome of more trust rather than a reflection of stronger other- regarding preferences towards natives. In exploring factors that may explain these behavioral effects, we present evidence that the policy also led to a near-closure of the educational achievement gap between young immigrant men and their native peers. Our results highlight that, through integration interventions, governments can modify prosocial behavior in a way that generates higher levels of efficiency in the interaction between social groups.},
  language  = {en}
}