| Field | Before | After |
|---|---|---|
| Field Trial Status | Before on_going | After completed |
| Field Last Published | Before January 16, 2018 10:40 PM | After October 05, 2022 12:54 PM |
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After August 01, 2017 |
| Field Data Collection Complete | Before | After Yes |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Is there a restricted access data set available on request? | Before | After No |
| Field Program Files | Before | After No |
| Field Data Collection Completion Date | Before | After August 01, 2017 |
| Field Is data available for public use? | Before | After No |
| Field Keyword(s) | Before Education | After Education |
| Field Building on Existing Work | Before | After No |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After While distance learning has become widespread, causal estimates regarding returns to effort in technology-assisted learning environments are scarce due to high attrition rates and endogeneity of effort. In this paper, I manipulate effort by randomly assigning students different numbers of lessons in a popular online language learning platform. Using administrative data from the platform and the instrumental variables strategy, I find that completing 9 Duolingo lessons, which corresponds to approximately 60 minutes of studying, leads to a 0.057–0.095 standard deviation increase in test scores. Comparisons to the literature and back-of-the-envelope calculations suggest that distance learning can be as effective as in-person learning for college students for an introductory language course. |
| Field Paper Citation | Before | After Ersoy, F. Returns to effort: experimental evidence from an online language platform. Exp Econ 24, 1047–1073 (2021). |
| Field Paper URL | Before | After https://doi.org/10.1007/s10683-020-09689-1 |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After How does the perceived relationship between effort and achievement affect effort? To answer this question, I conduct a field experiment with a popular online learning platform. I exogenously manipulate students’ beliefs about returns to effort by assigning them to different information treatments, each of which provides factual information. Students update their beliefs towards the information provided and change their study effort in the same direction with the shifts in their beliefs. This result shows that students’ beliefs about the returns to effort is an important component of their human capital accumulation and low-cost information interventions can influence these beliefs. |
| Field Paper Citation | Before | After Ersoy, Fulya Y. (2021). Effects of Perceived Productivity on Study Effort: Evidence from a Field Experiment. (EdWorkingPaper: 21-400). Retrieved from Annenberg Institute at Brown University. |
| Field Paper URL | Before | After https://doi.org/10.26300/ewbe-ah97 |