|
on Nudge and Boosting |
|
Issue of 2025–03–10
four papers chosen by Marco Novarese, Università degli Studi del Piemonte Orientale |
| By: | Mark A. Andor; Lorenz Goette; Michael K. Price; Anna Schulze-Tilling; Lukas Tomberg |
| Abstract: | We compare the behavior and welfare effects of two popular behavioral interventions for resource conservation. The first intervention is social comparison reports (SC), primarily providing consumers with information motivating behavioral change. The second intervention is real-time feedback (RTF), primarily providing consumers with information facilitating behavioral change. In a field experiment with around 1, 000 participants, SC reduces water and energy use per shower by 9.4%, RTF by 28.8%, and the combination of both interventions by 35.0%. Participants’ willingness to pay for RTF and the combination is higher than for SC. We find that all interventions enhance welfare. |
| Keywords: | Resource Conservation, Welfare, Real-time Feedback, Social Comparison, Behavioral Intervention, Field Experiment |
| JEL: | D12 C93 Q25 |
| Date: | 2025–02 |
| URL: | https://d.repec.org/n?u=RePEc:bon:boncrc:crctr224_2025_651 |
| By: | Moya , Andrés; Rozo Villarraga, Sandra Viviana; Urbina Florez, Maria Jose |
| Abstract: | This study assesses if nudges in the form of informational videos sent via WhatsApp are effective in boosting take-up rates among vulnerable populations, specifically in the context of a regularization program for Venezuelan forced migrants in Colombia. The study randomly assigned 1, 375 eligible migrants to receive one of three informational videos or be in a control group. The videos aimed at solving issues related to awareness, trust, and bottlenecks in the step-by-step registration. The main results indicate that program take-up rates for individuals who received any video were eight percentage points lower compared to the control group. The effects are mostly driven by the treated individuals who received the links but did not watch the videos, who are older, busier, and have less internet access relative to other treated individuals. Additionally, the study evaluates the effectiveness of iterative WhatsApp surveys in collecting data from hard-to-reach populations. It finds that while iterative WhatsApp surveys had low retention rates, iterative contacts helped to reduce at trition. Furthermore, switching behaviors from nonresponse to response were common after iterative contact attempts. |
| Date: | 2023–10–12 |
| URL: | https://d.repec.org/n?u=RePEc:wbk:wbrwps:10590 |
| By: | Gilles Grolleau (ESSCA School of Management Lyon); Luc Meunier (ESSCA School of Management, Aix-en-Provence); Naoufel Mzoughi (ECODEVELOPPEMENT - Ecodéveloppement - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement) |
| Abstract: | Inspired from Kahneman's seminal contributions to the theory of framing, we test the impact of noun-versus verb-based framings (e.g., do not be a polluter versus do not pollute) on individuals' behavioral intentions towards two pro-environmental messages aiming at reducing waste. Using a non-incentivized laboratory experimental survey, we find a significant effect of messages framed as verb-based actions (i.e., do not pollute, do not waste) in driving individuals to sign a petition in favor of garbage recycling and accept to receive tips about food waste. Additionally, we also identify a significant negative influence of reactance, hampering pro-environmental behavior. We discuss our exploratory results keeping in mind the humility that characterizes Kahneman's scholarly legacy. |
| Keywords: | behavioral intentions, pollution, framing, moral identity, moral self-image, recycling, waste |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:hal:journl:hal-04926850 |
| By: | Hertweck, Friederike; Jonas, Lukas; Kistner, Melissa; Maffia, Deborah |
| Abstract: | This study investigates the impact of a low-cost, color-coded scale intervention designed to inform university students about the expected workload for a course, with the aim of improving students' academic performance and learning behaviors. An initial intervention took place at the beginning of the course, with a follow-up reminder in the middle of the semester. Students who were treated once experienced no significant effect, but those who additionally received the second treatment significantly improved their course grade, scoring 0.51 points (or 21 %) higher on average. Heterogeneity analyses reveal that first-generation, migrant and high-ability students benefited most from the intervention, suggesting that such a treatment may help reduce some forms of educational inequality. To explore the underlying mechanisms, we utilized tracking data from an online learning platform through which the lecturer distributed course materials and provided opportunities for self-paced learning. While we find an overall increase in online activity following the intervention (though imprecisely measured), no specific academic behavior such as online test participation or material downloads can explain the ultimate increase in grades by itself. |
| Abstract: | Diese Studie untersucht die Auswirkungen einer kostengünstigen Intervention mit einer farbkodierten Skala, die Studierende über die zu erwartende Arbeitsbelastung in einem Kurs informieren soll, mit dem Ziel, ihre akademischen Leistungen und das Lernverhalten zu verbessern. Eine erste Intervention fand zu Beginn des Kurses statt, mit einer erneuten Erinnerung in der Mitte des Semesters. Bei den Studierenden, die nur Teil der ersten Intervention waren, zeigte sich kein signifikanter Effekt. Diejenigen, die zusätzlich die zweite Intervention erhielten, verbesserten ihre Kursnote hingegen signifikant und erzielten im Durchschnitt eine um 0, 51 Notenpunkte (oder 21%) bessere Bewertung. Heterogenitätsanalysen zeigen, dass Studierende ohne akademischen Hintergrund, Studierende mit Migrationshintergrund und leistungsstarke Studierende am meisten von der Intervention profitierten, was darauf hindeutet, dass eine solche Behandlung dazu beitragen kann, einige Formen der Bildungsungleichheit zu verringern. Um die zugrundeliegenden Mechanismen zu erforschen, nutzten wir Tracking-Daten einer Online-Lernplattform, über die der Dozent Kursmaterialien verteilte und Möglichkeiten zum selbstgesteuerten Lernen bot. Während wir eine allgemeine Zunahme der Online-Aktivitäten nach der Intervention feststellen (wenn auch ungenau gemessen), kann kein spezifisches akademisches Verhalten wie die Teilnahme an Online-Tests oder das Herunterladen von Materialien den letztendlichen Anstieg der Noten alleine erklären. |
| Keywords: | Student performance, field experiment, higher education, color-coded nudge, RCT |
| JEL: | I20 I23 J24 J08 |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:zbw:rwirep:312426 |