This document discusses using behavioral economics to encourage first-year student completion and retention. It describes research involving 108 first-year students where certain behavioral economics techniques were tested. Three techniques that did not work to increase lab submission rates were groupwork, instructional videos, and showing an educational movie. However, increasing the number of required labs over time did seem to successfully increase submission rates, going from 76 to 91. The document concludes that behavioral economics involves harnessing herd mentality and descriptive process (DP) behaviorism to positively influence student behaviors and outcomes.
Use of Behavioural Economics to Encourage First-Year Completion
1. The Use of Behavioural Economics to
Encourage First-Year Completion and
Retention
Damian Gordon, Dublin Institute of Technology
e: Damian.Gordon@dit.ie
t: @damiantgordon
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1. Lack of gene diversity and outside influences therefore open 2 follow the leader(church state) and peer pressure; others are witches
2. Suitable to both defence and prosecution therefore diverse and good for coming up with verdict.
3. Very Tribal makes them feel safe, Know better than manager about own team, very bias about referee, persecution complex
4. Amateur gamblers, professional gamblers, the bookies use the wisdom of the gambling crowds.
5. Nuerals begin on equal status but go from homogeneous to hetrogenous(diverse) after training.
6. Set-up to be Diverse, Independent and Decentralised so as to solve problems of common interest and evolve.