Can students be encouraged to read? Experimental evidence from a large lecture

Abstract One of the structural problems introductory lectures is that students’ learning progress primarily assessed by taking a final exam. Weekly preparation and reading are driven only self-motivation. Can student’s decision to complete her weekly assignments be influenced simple reminder? In pre-registered experimental design, we test if personalised reminders from instructor delivered via text messages contribute outcomes. We assess formative regular quizzes at beginning each class, summative grades in do not find statistically significant differences outcomes, discuss how design features potentially drive this result. conclusion, stress importance assessing innovative new techniques.