The Psychology of EdTech Nudging: Persuasion, Cognitive Load, and Intrinsic Motivation

Balaskas, S, Yfantidou, I ORCID: 0000-0003-3200-2185, Nikolopoulos, T and Komis, K (2025) The Psychology of EdTech Nudging: Persuasion, Cognitive Load, and Intrinsic Motivation. European Journal of Investigation in Health, Psychology and Education, 15 (9). p. 179. ISSN 2254-9625

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Abstract

With increasing digitalization of learning environments, concerns regarding the psychological effect of seductive interface design on the motivational level and cognitive health of learners have been raised. This research investigates the effects of certain persuasive and adaptive design elements, i.e., Perceived Persuasiveness of Platform Design (PPS), Frequency of Nudge Exposure (NE), and Perceived Personalization (PP), on intrinsic motivation in virtual learning environments (INTR). We draw on Self-Determination Theory, Cognitive Load Theory, and Persuasive Systems Design to develop and test a conceptual model featuring cognitive overload (COG) and perceived autonomy (PAUTO) as mediating variables. We used a cross-sectional survey of university students (N = 740) and used Partial Least Squares Structural Equation Modeling (PLS-SEM) for data analysis. The findings show that all three predictors have significant impacts on intrinsic motivation, with PP as the strongest direct predictor. Mediation analyses produced complementary effects for NE and PP in that these traits not only boosted motivation directly, but also autonomy, and they decreased cognitive overload. Alternatively, PPS showed competitive mediation, boosting motivation directly but lowering it indirectly by increasing overload and decreasing autonomy. Multi-Group Analysis also revealed that such effects differ by gender, age, education, digital literacy, exposure to persuasive features, and use frequency of the platform. The results underscore the imperative for educational technology design to reduce cognitive load and support user control, especially for subgroups at risk. Interface designers, teachers, and policymakers who are interested in supporting healthy and ethical digital learning environments are provided with implications. This work is part of the new generation of research in the field of the ethical design of impactful education technologies, focusing on the balance between motivational-enabling functions and the psychological needs of users

Item Type:	Article
Uncontrolled Keywords:	39 Education; 42 Health sciences; 52 Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) T Technology > T Technology (General)
Divisions:	Liverpool Business School
Publisher:	MDPI
Date of acceptance:	2 September 2025
Date of first compliant Open Access:	8 September 2025
Date Deposited:	08 Sep 2025 09:25
Last Modified:	08 Sep 2025 09:30
DOI or ID number:	10.3390/ejihpe15090179
URI:	https://researchonline.ljmu.ac.uk/id/eprint/27113

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