Menos es Más: revisión de nudges para mejorar los resultados educativos en Estados Unidos

Resumen

En este artículo analizamos casi dos décadas de evidencia sobre intervenciones basadas en ciencias del comportamiento, o nudges, dirigidas a mejorar los resultados educativos en Estados Unidos, y proponemos un marco conceptual para explicar la notable heterogeneidad en su efectividad. En línea con el concepto de sesgo aditivo presentado por Adams et al. (2021), identificamos que muchas de estas intervenciones no reducen la cantidad de tareas para los estudiantes y sus familias, sino que añaden elementos adicionales, aumentando la carga cognitiva necesaria para completarlas. A su vez, encontramos que las intervenciones que disminuyen la carga cognitiva impuesta a los estudiantes y sus familias suelen ser las más efectivas, incluso cuando implican la adición de nuevos elementos.

Palabras clave:

economía del comportamiento, nudging, intervenciones educativas

Citas

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