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This is a Teaching Development Project that aimed to answer the question of 'how can nudge theory increase student attendance?'
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Rachel Cosford
How can employing nudge theory improve student a6endance?
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
How can… TEACHING DEVELOPMENT PROJECT
Improve a6endance?
EMOJI’s
& TRAFFIC
LIGHTS
Rachel Cosford
This project employed ‘nudge theory’ to try to
improve student a6endance rates…
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
TEACHING DEVELOPMENT PROJECT
Nudge Theory:
“A field of behavioural
science that is used to
modify people’s behaviour
in a ‘posi>ve’ way”.
(Thaler & Sunstein, 2008).
Rachel Cosford
This project employed two methods that incorporated
nudge theory:
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
This project employed two methods that incorporated
nudge theory:
TEACHING DEVELOPMENT PROJECT
Public Register
Rachel Cosford
This project employed two methods that incorporated
nudge theory:
TEACHING DEVELOPMENT PROJECT
Public Register
Attendance Emails
Rachel Cosford
Public Register: • Colour-‐coded to highlight
performance (green= good, amber = fair, red= poor )
• Completed in public view each class on the projector screen
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
Public Register: TEACHING DEVELOPMENT PROJECT
Missed 0 classes Missed 1 class Missed 2 classes
Missed 3 classes Missed 4 classes
Missed 5 classes
Rachel Cosford
A6endance Emails: • Personalised (addressed
students by first name) • Set a benchmark
(highlighted % of class that DID a6end)
• Included a Sad Face emoji
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
A6endance Emails: TEACHING DEVELOPMENT PROJECT
Rachel Cosford
A6endance Emails: TEACHING DEVELOPMENT PROJECT
Rachel Cosford
How did it go? TEACHING DEVELOPMENT PROJECT
There were highs & lows!
Rachel Cosford
PosiSve Points: • A6endance was up 11% on
the previous term • Brought some student issues
to light
NegaSve Points • Emails were too Sme
consuming • Some students got annoyed
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
Findings: TEACHING DEVELOPMENT PROJECT
76#
67#
58# 58#
44#
27#
76#
42#
69#
84#
47# 47#
0#
10#
20#
30#
40#
50#
60#
70#
80#
90#
Week#1# Week#2# Week#3# Week#4# Week#5# Week#6#
Term%2%Vs%Term%3%A+endance%(%)%
Term#2#
Term#3#
Rachel Cosford
TEACHING DEVELOPMENT PROJECT
11"
26"
14"
7"
24"
8"
16"
10"
3"
11"
73"
62"
71"
43"
46"
1"
2"
3"
4"
5"
By#Week#How#Many#Students#A3ended#The#Next#Class#A:er#Recieving#a#Non#A3endance#Email#Emailed" A3endend"next" Percentage"
Rachel Cosford
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
TEACHING DEVELOPMENT PROJECT
“Because it allowed you to compare your
a6endance with the rest of the class,
which made you want to have good
a6endance”
“It visually showed attendance,
and showed I wasn’t as good as I
thought”
“People in the orange/red reacted and
realised how little they attended”
“People just made a joke of it, didn’t take into account
reasons why people were absent. Took 15 minutes
out of each lecture, when we could have been
learning.”
Rachel Cosford
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
TEACHING DEVELOPMENT PROJECT
“I think because my absence was noted
instead of being neglected”
“It was irritating and had a very
accusatory tone. It was very
unsympathetic when I actually had a
serious reason for non-attendance”
“I think because it was actually noticed and
commented on, it made me make sure I was
in the next week”
Rachel Cosford
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
TEACHING DEVELOPMENT PROJECT
Rachel Cosford
So that’s how… TEACHING DEVELOPMENT PROJECT
help improve a6endance!
EMOJI’s
& TRAFFIC
LIGHTS
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