Abstract
Many people struggle to complete long-term projects, such as learning a new language or acquiring a new technical skill. Two major underlying frictions that prevent the completion of long-term projects are procrastination and forgetting. In theory, procrastination and forgetting can be mitigated with deadlines and reminders. However, for individuals who procrastinate and forget, only a deadline or only a reminder might not suffice to induce project completion. Based on a theoretical framework, our project empirically assesses the effectiveness of combining reminders and deadlines when multiple tasks need to be completed. We will conduct a field experiment in the context of agricultural education that will generate detailed data to study the effects on course progression, dynamics towards course completion, and learning outcomes.