The rapid advancements in Large Language Models (LLMs) and artificial intelligence have significantly outpaced the development of detection and monitoring technologies, presenting a critical challenge for higher education institutions. To sustain the integrity of academic programmes and harnessing the active participation of increasingly disengaged students, we must move beyond restrictive policies and monitoring techniques, which are inherently limited by the evolving nature of machine learning. Instead, the focus must shift towards fostering intrinsic motivation and empowering students to make proactive choices in their educational journeys.

This challenge is not unique to education. For decades, the healthcare sector has grappled with disengagement in early detection and preventive healthcare, as modern lifestyles have led to poor health choices, increased medical interventions, and rising costs. By leveraging technology and behavioural psychology, the sector has successfully encouraged some individuals to engage in healthier behaviours, resulting in measurable improvements in public health outcomes and cost reductions. Higher education can draw valuable lessons from these approaches to address the growing trend of disengagement among students.

This presentation examines an innovative ‘Student Engagement Nudge Campaign’ implemented within asynchronous online modules for postgraduate MBA students. The campaign employs statistical analysis and behavioural economics to drive meaningful engagement. Using chi-square analysis and Fisher’s exact test on data from 1,028 online students at Hertfordshire Business School, we identified a strong, statistically significant relationship between historical engagement and academic performance. These insights informed the stratification of students into engagement quartiles, enabling the development of personalised nudge messages tailored to individual engagement histories.

Aligned with the Distance and Online Education theme, this campaign directly tackles the challenge of fostering active participation in remote learning environments. A pivotal element is a Student Engagement Award, which allocates 10% of the module’s marks to reward consistent, meaningful engagement. Designed with the principles of Behavioural Economics and Nudge Theory, the campaign utilises timely, targeted messages to encourage participation through positive reinforcement, goal setting, and recognition of incremental participatory achievements. Iterative refinements addressed challenges in interpreting engagement data and tailoring nudges for diverse engagement levels, ensuring that messages were motivational and aligned with the needs of all students, from low to high engagement profiles.

The campaign’s outcomes demonstrate a significant increase in student interaction and active participation, underscoring the effectiveness of technology-enabled nudges and gamified rewards in asynchronous learning environments. These findings suggest broad applicability for data-driven engagement strategies in online education. Attendees will gain actionable insights into integrating engagement analytics and behavioural change principles into their own programmes, ultimately enhancing student satisfaction, academic success and broader educational outcomes.

Keywords: Student Engagement, Asynchronous Learning, Behavioural Economics, Learner Analytics, Nudge Theory, Online Education and Engagement Strategies.