| Field | Before | After |
|---|---|---|
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After June 15, 2019 |
| Field Data Collection Complete | Before | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After N/A |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After 2119 students |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After 556 students control, 1563 students treated |
| Field Is there a restricted access data set available on request? | Before | After Yes |
| Field Restricted Data Contact | Before | After https://registrar.oregonstate.edu/data-requests |
| Field Program Files | Before | After No |
| Field Data Collection Completion Date | Before | After June 15, 2019 |
| Field Is data available for public use? | Before | After No |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After We conducted an experiment designed to increase demand for academic support services among more than 2,100 students at a large U.S. public university. The intervention shifted student attention and increased service use, but also revealed behavioral biases. Structural estimates using the experimental variation suggest that transaction costs well in excess of plausible opportunity costs explain relatively low service use. Moreover, one-third of students are never attentive to student services. Message characteristics also matter. Several common nudging techniques—such as text messages, lottery-based economic incentives, and repeated messages—either had no effect or in some cases reduced the effectiveness of messaging. |
| Field Paper Citation | Before | After Todd Pugatch, Nicholas Wilson. "Nudging Demand for Academic Support Services: Experimental and Structural Evidence from Higher Education." Journal of Human Resources, Published online before print March 09, 2022. |
| Field Paper URL | Before | After https://doi.org/10.3368/jhr.0221-11474R2 |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After More than two of every five students who enroll in college fail to graduate within six years. Prior research has identified ineffective study habits as a major barrier to success. We conducted a randomized controlled advertising experiment designed to increase demand for academic support services among more than 2,100 students at a large U.S. public university. Our results reveal several striking findings. First, the intervention shifted proxies of student attention, such as opening emails and self-reported awareness of service availability.However, the experimental variation indicates that approximately one-third of students are never attentive to student services. Second, advertising increased the use of extra practice problems, but did not affect take-up of tutoring and coaching, the other two services. Structural estimates suggest that transaction costs well in excess of plausible opportunity costs explain the differences in service use. Third, the characteristics of advertising messages matter. Several common nudging techniques—such as text messages, lottery-based economic incentives, and repeated messages—either had no effect or in some cases reduced the effectiveness of messaging. |
| Field Paper Citation | Before | After Pugatch, Todd and Wilson, Nicholas, Nudging Demand for Academic Support Services: Experimental and Structural Evidence from Higher Education. IZA Discussion Paper No. 13732, Available at SSRN: https://ssrn.com/abstract=3699849 |
| Field Paper URL | Before | After https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3699849 |