Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3–28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context.

中文翻译：

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推动教育：从理论到成功实施的指导方针

助推是行为经济学的一种策略，旨在通过改变环境来影响行为。我们建议它也可能是影响教育环境中行为的一种有价值的手段。然而，在教育中实施轻推的情况仍然很少。我们描述了在教育中应用助推时要考虑的相关问题，认为关注助推的长期影响和潜在过程对于成功实施是必要的。然后，我们的目标是通过区分与克服这些问题相关的助推来促进教育中助推的实施。基于 Hansen 和 Jespersen 提出的框架（European Journal of Risk Regulation, 4(1), 3-28, 2013），我们区分了 1 类和 2 类助推，以及透明和非透明助推，导致四个轻推类别。对于这些助推类别中的每一个，我们确定其适用于不同的教育目标。由此产生的决策矩阵可以帮助研究人员和从业人员在为教育环境设计助推器时。