Enhancing behavioural engagement and academic performance in a web-based platform through personalised feedback and planning prompts

Effective behavioural engagement (BE), such as putting effort and time into using learning materials, is critical to academic success. However, students often struggle to maintain their BE over time. As web-based learning becomes increasingly integral to STEM education, offering students the flexibility to consolidate complex materials at their own pace, supporting BE is essential. This longitudinal study examines the effect of an intervention—using biweekly planning prompts and personalised feedback during a 9-week course—on BE and course performance. In addition, the moderating role of motivation on this effect was examined. BE was operationalised using theory-driven log-type indicators capturing several aspects of online effort and time. Students (N=173) were randomly assigned to one of three conditions: (1) control group received general reminders, (2) planning-only group received planning prompts, and (3) planning-feedback group received planning prompts and personalised emails comprising process-based feedback based on their BE with the web-based platform. Results showed that planning prompts could enhance student effort in completing the tasks. Personalised feedback combined with planning prompts could promote consistent BE among students with strong value beliefs, suggesting the need for better integration of motivational support. The study provides insights into the development of adaptive systems to support complex engagement processes.