Effects of a Behavioural Commitment Scheme on Study Regularity in a Self-Paced Learning Platform

Abstract

Online education has enabled learners worldwide to take up courses from reputed institutions. However, a self-paced online course cannot guarantee the motivation and engagement that a learner experiences in a real-time classroom. Self-paced access also makes platform load unpredictable, which drives up the compute cost. We propose a Commitment Scheme for course access that aligns learner commitment with platform capacity. Learners book their study slots in advance; the instructor sets the budget of learning hours available for the course; and learners who use a full window earn additional watch hours. A booked window records an intention to study at a stated time, and a learner who appears in that window implements it. The byproduct is a platform load that can be forecast and bounded. The study involved two courses taken in sequence by the same learners, with the slot booking system activated only in the second. In-window study was observed on 86.8% of booked windows, and the median committer placed 95.5% of all study time inside self-booked windows. Among learners who studied across the launch, study regularity improved from 1.01 to 1.33 active days per week, with a supporting difference of +1.37 days per week against the same learners' preceding course. Commitments made on the same day as the study slot were honoured more often than advance bookings (88.8% against 62.5% two days ahead), which is consistent with the classic intention-behaviour gap.