Abstract: How to improve students’ engagement and performance is a central question in education. In this field experiment, we utilize a cognitively taxing task: notes-taking, to draw students' attention in the class, and examine how the timing of assigned task affects their performance and learning dynamics. We find that assigning to later weeks help improve final grades for low-ability students, not for high-ability ones. One underlying driving force is the learning behavioral change for these students, e.g., they tend to submit their homework earlier than before.

 

清华大学经济管理学院经济系长聘副教授。她于2006年获得中国人民大学信息管理与信息系统学士学位，2012 年获得密歇根大学信息学博士学位。其主要研究兴趣包括实验经济学, 行为经济学, 信息经济学和市场设计。其研究成果不仅发表在经济学和管理科学顶尖期刊上，如Management Science，Games and Economic Behavior， Journal of Development Economics等，同时还发表在机器学习和人工智能的顶会上，如KDD, IJCAI等。她目前担任管理科学和运筹学国际顶级期刊Management Science副主编。