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The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.

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You are reading: Amplified Equity: A Randomised Controlled Trial of Digitally-Enabled Personalised Nudge Interventions for Equity Students

Trial overview

Registered
Users Priority Students: Aboriginal and/or Torres Strait Islanders, Low socio-economic status backgrounds, Students with disabilities, Regional, remote, or rural locations, Non-English speaking backgrounds
Academic Cap Stage of Intervention: During Higher Education
Chart Line Outcomes: Engagement, Progression

What was trialed

The initiative will consist of weekly Ecological Momentary Assessment (EMA) surveys for 10 weeks, delivered via text message. These brief (1-2 minute) surveys assess wellbeing, stress, and challenges, with responses informing personalised Ecological Momentary Interventions (EMIs).

The EMIs, sent via text, will offer weekly tailored resources and support, such as academic, wellbeing, and career services. For instance, an Indigenous female student seeking mentorship would receive resources specific to Indigenous leadership programs or female mentorship opportunities. Students will also have the option to ask and receive additional information based on interests and can request a direct 1:1 line of contact to ask questions or request additional support.

A pre-initiative qualitative study, involving 6-8 focus groups with equity students, and interviews with 20 diversity, equity, and inclusion (DEI) practitioners and education leaders will ensure the initiative is student-centric, feasible, and aligned with student needs.

The initiative is expected to lead to improved experience and success outcomes for equity students: higher engagement, empowerment, voice, wellbeing, belonging, and objective academic performance. We expect that improvements in the student experience will take place through enhanced and tailored individual support and use of learning and support resources.

What was found

The results will be available March 2026.

How the trial was delivered

A randomised parallel trial is being used to assess the impact of EMIs on student success.

The trial will recruit 800 equity students (400 at the University of Sydney and 400 at Curtin University) from metro, and rural and remote campuses. Students will be randomly assigned to an initiative (n = 400) or wait-list control group (n = 400). Both groups will complete a baseline survey, collecting demographic information and self-reported data on disadvantage factors to create personalised profiles. The control group participants will not receive these nudges during the trial but will gain access post-trial.

All participants will complete a questionnaire again at the end of the initiative. The two survey responses will be used to estimate the impact of the initiative using established measures of student success outcomes: Warwick Edinburgh adapted to the student context, measuring wellbeing; Quality Indicators for Learning and Teaching Student Experience Survey measuring belonging, satisfaction, engagement, empowerment, and voice. The survey data will be supplemented with students’ weighted average marks, estimating the impact of the initiative on academic performance.

The trial is being undertaken at the University of Sydney and Curtin University during 2025.