Data and Code for: Emoticons as Performance Feedback for College Students: A Large-Classroom Field Experiment
Principal Investigator(s): View help for Principal Investigator(s) Darshak Patel, University of Kentucky; Justin Roush, Xavier University
Version: View help for Version V1
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Project Citation:
Patel, Darshak, and Roush, Justin. Data and Code for: Emoticons as Performance Feedback for College Students: A Large-Classroom Field Experiment. Nashville, TN: American Economic Association [publisher], 2023. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-05-05. https://doi.org/10.3886/E183985V1
Project Description
Summary:
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We use a field experiment in a large college classroom
to study the use of written representations of emotion (“emoticons”) as a form
of feedback on exams. We find treatment improved student attendance, quiz
scores, homework scores, and test scores. We document heterogeneous impacts
based on the type of emoticon received and gender. Improvements were driven by
those who received disapproving emoticons but scored above the mean. Female students were responsible for the
improved homework and test scores, while men drove the attendance improvement. Both
genders improved similarly on quiz scores. We discuss two psychological
theories supporting a treatment effect.
Scope of Project
JEL Classification:
View help for JEL Classification
A22 Economic Education and Teaching of Economics: Undergraduate
D91 Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
A22 Economic Education and Teaching of Economics: Undergraduate
D91 Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
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