Autonomous learning behavior is an important skill for students, but they often do not master it sufficiently. We investigated the potential of nudging as a teaching strategy in tertiary education to support three important autonomous learning behaviors: planning, preparing for class, and asking questions. Nudging is a strategy originating from behavioral economics used to influence behavior by changing the environment, and consists of altering the choice environment to steer human behavior. In this study, three nudges were designed by researchers in co-creation with teachers. A video booth to support planning behavior (n = 95), a checklist to support class preparation (n = 148), and a goal-setting nudge to encourage students to ask questions during class (n = 162) were tested in three field experiments in teachers’ classrooms with students in tertiary education in the Netherlands. A mixed-effects model approach revealed a positive effect of the goal-setting nudge on students’ grades and a marginal positive effect on the number of questions asked by students. Additionally, evidence for increased self-reported planning behavior was found in the video booth group—but no increase in deadlines met. No significant effects were found for the checklist. We conclude that, for some autonomous learning behaviors, primarily asking questions, nudging has potential as an easy, effective teaching strategy.
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This article delves into the acceptance of autonomous driving within society and its implications for the automotive insurance sector. The research encompasses two different studies conducted with meticulous analysis. The first study involves over 600 participants involved with the automotive industry who have not yet had the opportunity to experience autonomous driving technology. It primarily centers on the adaptation of insurance products to align with the imminent implementation of this technology. The second study is directed at individuals who have had the opportunity to test an autonomous driving platform first-hand. Specifically, it examines users’ experiences after conducting test drives on public roads using an autonomous research platform jointly developed by MAPFRE, Universidad Carlos III de Madrid, and Universidad Politécnica de Madrid. The study conducted demonstrates that the user acceptance of autonomous driving technology significantly increases after firsthand experience with a real autonomous car. This finding underscores the importance of bringing autonomous driving technology closer to end-users in order to improve societal perception. Furthermore, the results provide valuable insights for industry stakeholders seeking to navigate the market as autonomous driving technology slowly becomes an integral part of commercial vehicles. The findings reveal that a substantial majority (96% of the surveyed individuals) believe that autonomous vehicles will still require insurance. Additionally, 90% of respondents express the opinion that policies for autonomous vehicles should be as affordable or even cheaper than those for traditional vehicles. This suggests that people may not be fully aware of the significant costs associated with the systems enabling autonomous driving when considering their insurance needs, which puts the spotlight back on the importance of bringing this technology closer to the general public.
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Studenten die leren van video’s zijn gebaat bij mediaspelers die meer opties bieden bij het zoeken naar specifieke delen van een filmpje. Voor het leereffect is het belangrijk dat het eenvoudiger wordt om een bepaald fragment nog eens terug te kijken. Dat stelt Jelle de Boer, die promoveert op een onderzoek naar de kijkpatronen van studenten bij het bestuderen van video’s.De Boer onderzocht het kijkgedrag van studenten in verschillende experimenten. Studenten kregen daarbij onder meer een instructie over mogelijk alternatief kijkgedrag, om te onderzoeken in hoeverre die alternatieve strategie hun leereffecten zou verhogen. De Boer vond dat de leereffecten van kijkers met een smal kijkrepertoire lager waren dan de leereffecten van strategische kijkers en studenten met een breed kijkrepertoire.Studenten met enige basiskennis over de onderwerpen die aan bod kwamen in de video’s hadden het meeste voordeel van het gebruik van mogelijk alternatief kijkgedrag en studenten met weinig voorkennis hadden het minste voordeel. De leerwinst van studenten met weinig voorkennis verdween na een aantal weken; kennisverwerking lijkt slecht te gaan wanneer twee dingen tegelijk worden gedaan.
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