The effect of using framing nudge strategies in an online learning environment on the success and motivation of university students

The aim of this study is to examine the effect of using framing nudge strategies in the online learning environment on the success and motivation of university students. The study was conducted with 54 undergraduate students, used convergent parallel design, and lasted for 10 weeks. In the first week, the students were randomly divided into two groups. The first group was determined as the group keeping the prize and adapting the negative framing nudge strategy, and the second group as the one winning the prize and adapting a positive framing nudge strategy. The Self-control and Self-management Scale was applied to all students to examine whether the two groups differs in terms of pre-test scores. From the second to eighth week, the students were assigned tasks with instructions. From the third to ninth week, their responses were evaluated using both winning-keeping the prize and negative-positive framing nudge strategies. In the last week, the Motivation Scale was applied to determine the students' post-test motivation levels. All students were provided with a "Framing Nudge Strategies Preference and Evaluation Form," and semi-structured interviews were conducted with 12 students. The study revealed that keeping the prize and the negative framing nudge strategy had a significantly higher positive effect on students' sucess and motivation compared to winning the prize and the positive framing nudge strategy. It also showed that keeping the prize and the negative framing nudge strategy were more advantageous than winning the prize and the positive framing nudge strategy in terms of increasing the academic effort, motivation and sucess of students.