Digital Nudging in Online-Learning Environments: Enhancing Self-regulation and Decision Through Usability-Centric Design

Self-directed learning and the ability to self-regulate are crucial for success in online studies. This study focuses on the development and evaluation of digital nudges in learning management systems (LMS) to strengthen these key competencies in online students. Based on design recommendations, we designed specific interventions and analyzed their impact on students’ decision-making quality. A usability study using the Thinking Aloud approach allowed the study of user reactions and interactions in different scenarios and a follow-up interview provided more in-depth insights into user perceptions. The results show that elements such as progress bars, notifications and call-to-action phrases significantly influence students’ decisions. While progress bars had a motivating effect and notifications increased interaction, call-to-actions led to direct requests for action, but also created pressure in some cases. The study emphasizes that well-considered digital nudges can effectively improve the self-regulation skills of online students, with adjustments in certain areas further increasing their effectiveness and acceptance.