The motivational effect of job references for voluntary participation in e-learning– Evidence from a field experiment on cooperation.

The field experiment is divided into 2 phases. In Phase 1, we implement our treatment variant. In Phase 2, all participants are offered a detailed job report with an underlying "repeated betting" mechanism. This performance evaluation mechanism worked best among a variety of mechanisms in our original study, "The motivational effect of detailed job references for volunteers - Evidence from a field experiment on intergenerational cooperation." (https://www.socialscienceregistry.org/trials/5688). All volunteers have the non-binding goal of assisting a mentee (predominantly older adults) with digital tasks (e.g., Internet research, solving an online quiz, sending links/photos/videos) at least once a week in a face-to-face exchange (e.g., video chat or phone call) over a 9-week period. The composition of the so-called tandems is basically random. Care is taken to match the mentor's experience with the mentee's needs (e.g. iOS vs. Android experience). For volunteers who accept the detailed job reference, the number of engagement points on their certificate depends on how often they meet the weekly target and which performance assessment mechanism (=PAM) is used to award engagement points. If they decline the offer, they receive a simple job reference with no performance information.
The approach aims to compare the performance of volunteers who participated in an e-learning program in Phase 1 with that of volunteers who did not participate. The e-learning program consists of 5 modules that can be completed individually over a 2-week period. In the treatment groups, only 4 modules are incentivized, while the last module can be completed additionally without incentive. Participants who do not participate in the program may do so for two reasons: 1. they did not receive an offer to participate, or 2. they actively chose not to participate. Participants may be randomized (using a randomization-only method) to the following treatments:

T0 - Control: Will not receive the e-learning offer.
T1 - Payment: Will receive €2.50 for each completed incentivized module.
T2 - Reference: Will receive an extended job reference showing participation in the e-learning and all completed incentivized modules.

Upon enrollment, participants complete a pre-survey that includes socio-demographic aspects, experience with digital devices and attitudes on various topics (e.g., (reverse) ageism or volunteering). Mentees also take a competency test, which is repeated at the end of the study to measure changes in digital literacy. This is followed by Phase 1 and Phase 2. In a post-survey, we ask about attitudes (as in the pre-survey), learning-related questions, and mentees can also write an open text about their experience with their younger mentor. After that, our intervention is completed.

2023-03-13

2025-07-31

Based on the literature on youth volunteer career motivation, positive labor market outcomes for volunteers, and non-financial incentives, we expect positive motivational effects of job references that provide additional information about enrollment and completion of the e-learning program and the additional module compared to the payment system. In addition, we expect participants who participated in the program to provide a higher number of phone calls/video chats and messages and more caregiver minutes than volunteers who did not participate. We measure these interaction parameters for both the incentive period and the post-incentive period to capture continuation of volunteering after the project ends. We also assume that the quality of support is strengthened by the program. We measure the quality of support by changes in mentees' skills and mentees' perceived quality of mentorship and learning.

As a result of the higher regularity and intensity of support provided by youth volunteers who participated in the program, we expect several positive effects on their mentees compared to mentees with control group volunteers:

- Higher decreases in self-reported loneliness
- Higher increase in smartphone, tablet, or computer use (average minutes per day)
- Higher increase in self-rated social integration
- Higher self-reported decreases in smartphone anxiety and self-efficacy
- A higher increase in life satisfaction

All of these measures are obtained through a pre-post comparison.

In addition, we measure time spent using the e-learning tool and an internal test score.

We also want to use the open text that mentees can write about their experience with their younger mentor as a dependent variable. Here, we can see how much time the mentees need for their text and we want to analyze if the treatments have an impact on the length and tone of the references.

Our participants come from an ongoing volunteer project (https://www.digital-kompass.de/lerntandems) that aims to facilitate collaboration between younger digital natives and primarily older citizens, reducing loneliness and feelings of isolation among older citizens while increasing digital literacy among older citizens. Mentees receive self-learning materials and are supported by younger mentors over a 9-week period.

Upon enrollment, participants complete a pre-survey that includes sociodemographic aspects, experiences with digital devices, and attitudes on various topics (e.g., (reverse) ageism or volunteering). Mentees also participate in a competency test that is repeated at the end of the study to measure changes in digital literacy. Thereafter, our participants may or may not participate in the training modules, depending on the particular treatment condition into which they were randomized (see above). A pure randomization method is used. Thereafter, enrolled youth volunteers will be randomly paired with a mentee who will provide no-obligation support on digital device issues for 9 weeks. All participants receive the repeated-betting mechanism in this process, which performed best in our first study.
We monitor weekly goal attainment based on participants' phone log of these activities. Following the intervention, we monitor smartphone behavior and exchanges between the young and older participants for three weeks to see if they continue their volunteer engagement by working on additional smartphone tasks with their mentees. In a post-survey, we ask attitudes (as in the pre-survey), learning-related questions, and the mentees can also write an open text about their experience with their younger mentor. Most importantly, young volunteers report on their exchanges with their mentees by uploading phone log screenshots or computer or tablet screenshots (only phone and video calls with their mentees over the past twelve weeks, no content). Younger participants receive their job reference only after they have uploaded the relevant contact data and completed all surveys. After that, our intervention is completed.

Randomization into the three treatment groups is done by a computerized random draw.

Individual (volunteers)

No

0

198

Control: 66
Payment: 66
Reference: 66