Search results

Perceived effectiveness of nudging has been established as one of the most reliable predictors of acceptance of nudging. The purpose of this paper is to investigate how source credibility and argument strength influence the perceived effectiveness of textual information about food-related nudging in order to provide a better understanding of how acceptance of nudging may be facilitated.

A 2 × 2 scenario-based between-subjects factorial experiment with source credibility (high vs low) and argument strength (high vs low) as factors was applied. Data on respondents’ level of involvement in food-related behaviour were also collected.

Argument strength had a positive main effect on the perceived effectiveness of nudging, and there was a significant positive interaction effect of source credibility × argument strength on the perceived effectiveness of nudging.

The findings of this paper provide policy makers and other decision makers with a better understanding of how information about nudging should be communicated to consumers in order to facilitate acceptance.

This paper is one of the first to investigate how information about nudging should be communicated to consumers in order for nudging to be perceived as an effective and thus acceptable measure to influence food-related behaviour.

Large class sizes are becoming the norm in higher education against concerns of dropping learning qualities. To maintain the standard of learning and add value, one of the common strategies is for the course convenor to proactively monitor student engagement with learning activities against their assessment outcomes and intervene timely. Learning analytics has been increasingly adopted to provide these insights into student engagement and their performance. This case study explores how learning analytics can be used to meet the convenor’s requirements and help reduce administrative workload in a large health science class at the University of New South Wales.

This case-based study adopts an “action learning research approach” in assessing ways of using learning analytics for reducing workload in the educator’s own context and critically reflecting on experiences for improvements. This approach emphasises reflexive methodology, where the educator constantly assesses the context, implements an intervention and reflects on the process for in-time adjustments, improvements and future development.

The results highlighted ease for the teacher towards the early “flagging” of students who may not be active within the learning management system or who have performed poorly on assessment tasks. Coupled with the ability to send emails to the “flagged” students, this has led to a more personal approach while reducing the number of steps normally required. An unanticipated outcome was the potential for additional time saving through improving the scaffolding mechanisms if the learning analytics were customisable for individual courses.

The results provide further benefits for learning analytics to assist the educator in a growing blended learning environment. They also reveal the potential for learning analytics to be an effective adjunct towards promoting personal learning design.

This research aims to examine some nudges for creating psychological ownership in order to reduce misbehaviors, consequently encouraging subsequent users to demonstrate stewardship behaviors.

This research examined the sentiment of tweets (Study 1) to explore user experience and conducted two experiments (Studies 2 and 3) to test the hypotheses.

The misbehavior of the previous user in relation to the subsequent user's stewardship behavior was moderated by nudges based on self-investment and local identity. Perceived responsibility mediated the relationship between misbehavior and stewardship behavior as a result of nudges.

The findings of this study provide a framework for the transition from misbehavior to stewardship behavior in PMVs.

This paper aims to investigate whether and why nudging interventions in an office environment are effective to stimulate stair use of employees.

This paper is based on a pre-test/post-test case study design at the headquarters of a Dutch online retailer. Observations were conducted to test the impact of two nudge interventions, being footprints and posters, on employees’ stair use in two consecutive pre-test/post-test weeks. An online survey questionnaire was used to assess employees’ overall experience with the nudging interventions after the fifth and again neutral week.

A total of 14,357 observations were recorded during five weeks. This research shows that footprints as nudging intervention significantly increase stair use of employees, and after removal, significantly decrease stair use again. Moreover, footprints were more effective than posters, of which the latter did not impact stair use significantly. Results from the survey questionnaire, completed by 46.2 per cent of the employees, showed that, in terms of degree of perception, footprints (91.4 per cent) were more noticeable than posters (46.3 per cent).

This paper contributes to the non-conclusive research regarding the effectiveness of nudging interventions on stair use in office environments. It clearly shows that perceptibility in combination with a positive attitude towards the nudge leads to a higher degree of initial behavioural change, yet not to a change of mind.

Online flight booking websites compare airfares, convenience and other consumer relevant attributes. Environmental concerns are typically not addressed, even though aviation is the most emission-intensive mode of transportation. This article demonstrates the potential for digital nudges to facilitate more environmentally friendly decision-making on online flight booking websites.

The authors used the digital nudging design process to implement two nudging interventions in an experimental setting on a fictitious flight booking website. The two nudging interventions are (1) an informational nudge, presented as an emission label, and (2) an understanding mapping nudge, presented as an emission converter.

This article finds that both digital nudges are useful interventions in online choice environments; however, emission labels more effectively encourage sustainable booking behavior.

The contributions of this article are twofold. In contribution to research, this article builds on existing research in sustainability contexts and successfully evaluates the effectiveness of anchoring and understanding mapping heuristics to influence sustainable decision-making in virtual environments. Furthermore, in contribution to practice, this article contributes knowledge to nudge design and provides hands on examples for designers or website operators on how to put nudge designs to practice in virtual choice environments. Additionally, this article contributes relevant considerations in a high-impact research field with growing importance given the global climate crisis.

This study aimed to empirically examine the effectiveness of disclosing user comment history without disclosing personal identity as a nudge policy to refrain users from posting malicious content online.

The authors collected the number of comments and posters from the leading portal website in South Korea, Naver.com. To causally investigate the impacts of the new nudge policy on the number of comments and posters, the authors used the regression discontinuity design (RDD) approach.

The authors found that the new policy reduced all types of comments, including the number of malicious comments, self-deleted comments and current comments. This resulted in an overall decrease in the total number of posted comments, which is considered a side effect. In addition, the authors found that the effect of the nudge policy, which disclosed user comment history, has a stronger effect on older female users than their counterparts.

The study findings extend the current knowledge on a nudge policy being implemented by a website as a means to reduce malicious online content and how it impacts user content posting behaviors.

Phishing attacks are the most common cyber threats targeted at users. Digital nudging in the form of framing and priming may reduce user susceptibility to phishing. This research focuses on two types of digital nudging, framing and priming, and examines the impact of framing and priming on users' behavior (i.e. action) in a cybersecurity setting. It draws on prospect theory, instance-based learning theory and dual-process theory to generate the research hypotheses.

A 3 × 2 experimental study was carried out to test the hypotheses. The experiment consisted of three levels for framing (i.e. no framing, negative framing and positive framing) and two levels for priming (i.e. with and without priming).

The findings suggest that priming users to information security risks reduces their risk-taking behavior, whereas positive and negative framing of information security messages regarding potential consequences of the available choices do not change users' behavior. The results also indicate that risk-averse cybersecurity behavior is associated with greater confidence with the action, greater perceived severity of cybersecurity risks, lower perceived susceptibility to cybersecurity risks resulting from the action and lower trust in the download link.

This research shows that digital nudging in the form of priming is an effective way to reduce users' exposure to cybersecurity risks.

Business process improvement is vital for organizations as business environments are becoming ever more volatile, uncertain, complex and ambiguous. Process improvement methods help organizations sustain competitiveness. Many existing methods, however, do not fit emerging business environments as they entail initiatives with long implementation times, high investments and limited involvement of process participants. What is needed are agile process improvement approaches. The purpose of this paper is to explore the potential of digital nudging – a concept offering tools that lead individuals to better decisions – to improve business processes.

Using process deviance as theoretical lens, an online experiment with 473 participants is conducted. Within the experiment, business processes and digital nudges are implemented to examine whether digital nudging can mitigate the weaknesses of existing process improvement methods.

Digital nudging can influence the decisions of process participants and entail positive process deviance that leads to process improvement opportunities. Further, the research gives a first hint on the effectiveness of different digital nudges and lays the foundation for future research.

Since exploring a completely new field of research and conducting the experiment in a synthetic environment, the paper serves as a first step toward the combination of digital nudging, business process improvements and positive process deviance.

The major achievement reported in this paper is the exploration of a new field of research. Thus, digital nudging shapes up as a promising foundation for agile process improvement, a discovery calling for future research at the intersection of digital nudging and business process management.

This paper introduces “pedagogical nudging” as a method, which can transform student dispositions and their perceived “fit” with the field of entrepreneurship. The authors investigate what characterises the identity change process experienced by students when exposed to pedagogical nudging.

Using ethnography, the authors apply an experiential-explorative approach to collecting data. The authors collected 1,015 individual reflection logs from 145 students of which the authors sampled 290 for this paper combined with interviews, observational and documentary data.

Pedagogical nudging techniques help (1) expose and challenge the student habitus by planting footprints in the mind; (2) straddle the divide between student and nascent entrepreneur by enabling them to recognise and experiment with an entrepreneurial habitus and (3) figuratively learn to climb the entrepreneurial tree by embracing an entrepreneurial habitus. In the first step, the authors use the interventions as cognitive means of influencing (pedagogical nudging). In the second, students participate in an iterative meaning-making process through reflection. In the third, they internalise the “new” entrepreneurial habitus—or discard it.

The authors extend existing knowledge about the effect of particular kinds of pedagogies in entrepreneurship teaching, and how these can support enterprising behaviour. The authors demonstrate how an exploration of the inner self, identity and beliefs develops the capacity for students to re-shape future outcomes and create value.

By using nudging pedagogies, educators can support students to develop new ways of acknowledging and coping with transformative learning.

The research documents how it is possible to 'nudge' our students towards more entrepreneurial behaviours.

This study aims to present a communication model for promoting value co-creation between citizens and policymakers and to draw out proposals on the rationale in implementing nudge effect as well as key policy implications. The paper also revisits the close relationship between information senders and receivers (citizens) from the perspective of “citizen behaviour change” and focuses on the nudge effect, which strengthens the communication skills of policymakers (information senders) and accelerates the behaviour change of citizens (i.e. the recipients of information). Based on the study, the authors propose a conceptual framework to explain the spontaneous incentive structure of citizens.

This study uses a conceptual discussion based on a literature review. It examines the nudge effect on citizen behaviour based on information and communications models and theories. From critical discussions of literature, it proposes an analytical model that focuses on the nudge effect put forward in behavioural economics and takes into account the importance of measures to increase the sensitivity and empathy of the recipients of information.

The authors revisited the relationship between information senders and receivers from the perspective of citizen behavioural change and focus on the nudge effect, which strengthens the communication power of policymakers and accelerates the behavioural change of citizens (i.e. the recipients of information). According to the study, the authors propose a conceptual framework to explain citizens' spontaneous incentive structure. The dual perspective of policymakers and citizens should be central to the collaboration between citizens and policymakers to enhance the effectiveness of social policies, where the scope and type of value generated and the perspective of social value are essential.

This paper bridges the interdisciplinary research fields of behavioural economics and social policy. It is hoped that the model proposed in this paper will be an effective discussion framework for relevant researchers and practitioners when considering human resource training and system building related to information dissemination. In addition, it is hoped the model will be an effective tool for deepening discussions on topics that help to facilitate information transfer and communication within organisations.

The realisation of policy intentions within the core elements of the social policy process, such as the definition of key objectives, policy mechanisms and legislation, are central elements of policy formation and are said to be highly similar across countries. The framework proposed in this study is a valid resource that can be applied in other countries and can be expected to act an effective guidepost for policy makers and other stakeholders engaged in social policy.

Up to this point, in examinations of encouraging behavioural change in information recipients, attention has been focussed on the aspect of increasing the sender's ability to transmit information. Interventions, such as increasing the energy of the delivery, increasing the frequency and diversifying the media to make a strong impression on the receiver's consciousness, have been considered and implemented. However, this study suggests that, in addition to such efforts on the part of the sender, it is important to increase the sensitivity and affinity of the receiver to the message as preliminary preparation to receiving it.