Beyond Attendance Exploring the Impact of Digital Nudges on Engagement Metrics in Online Learning

This study explores the broader impact of digital nudges, specifically WhatsApp reminders, on student engagement
in Open Distance Learning environments by integrating attendance and assignment submission data into a composite
engagement score. The research addresses a critical gap by examining whether digital nudges influence multidimensional engagement, rather than focusing on attendance as a standalone metric. The study involved 79
undergraduate students divided into two (2) groups: a nudged group receiving WhatsApp reminders and a nonnudged group relying solely on standard notifications. Findings reveal that the nudged group achieved higher attendance
rates (45.4%) and assignment submission rates (85.71%) compared to the non-nudged group (17.3% and 77.27%,
respectively). These differences are practically significant as they indicate that digital nudges can lead to more consistent
student participation and timely task completion, critical factors for success in Open Distance Learning environments
where engagement is often challenging to maintain. While statistical significance was observed in attendance (t =
3.558, p = 0.0007), the assignment submission rates did not reach significance (χ² = 0.91, p > 0.05). The
composite engagement score demonstrated a practical trend favouring the nudged group (85.36%) over the non-nudged
group (73.64%), suggesting that the combined effect of attendance and assignment submissions provides a more
comprehensive measure of student engagement. This trend reinforces the utility of composite metrics, as they capture
the interconnected dimensions of engagement, highlighting how even modest improvements in individual behaviours
can collectively enhance overall student success in Open Distance Learning environments. These results underscore the
practical utility of digital nudges as scalable, cost-effective interventions in Open Distance Learning settings, offering
insights into their application for broader engagement strategies and long-term academic success. Future research
should explore personalised and longitudinal interventions to refine and validate the effectiveness of digital nudges in
diverse educational contexts.