Wuyts, S., Everaert, P. & Opdecam, E. From Intention to Action: Nudging Initial Adoption and Subsequent Use of Gamified E-Learning Tools in Higher Education. Technology, Knowledge & Learning (2025). https://doi.org/10.1007/s10758-025-09925-8

Research has shown that the use of gamified e-learning tools can significantly improve learning outcomes. Yet, these tools remain underused due to diverse reasons. In this study 1,014 first-year undergraduate accounting students obtained access to a voluntary gamified self-testing app called DUGA, developed by our research team. We tested whether a set of deliberately designed nudges (informational messages, reminders and social comparison cues) could help students move from good intentions to actually using the app to self-test their knowledge.

In a nutshell: • The multi-nudge intervention increased the likelihood that students adopted the gamified app for the first time. • Among users, the nudges also increased the number of questions played (i.e., more sustained use). • Low-cost, targeted nudges can help overcome cognitive and motivational barriers to engaging with voluntary gamified e-learning tools.

Our results suggest that integrating thoughtful nudging strategies can help unlock the educational potential of these tools, especially in large introductory courses like accounting.

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