Chapter 9 284 business or management programmes. Respondents were recruited through an email message inviting them to take part in a two-session study on the effect of different payments on effort in which they could earn up to 20 euro. The only inclusion criterion was having a Dutch bank account, as this facilitated digital payments. Note that the sample size for this study was determined to be in line with the budget available for the study (rather than being informed by a priori power analysis), but is generally in line with or larger than that of previous studies on (effects of incentives on) slider tasks.47, 48 Figure 1: Experimental timeline Experimental Design Figure 1 shows the timeline of this experiment, while Figure 2 shows the design of this experiment. We provided individuals with financial incentives for completing a tedious task. Two modes of assignment were compared, which were operationalized as between-subjects conditions: • random assignment arm: assignment to incentives (i.e., deposit-based vs. regular) occurs randomly, (1) and • nudged assignment arm: a mode of assignment in which respondents have free choice between incentives, but receive informed advice on which to take in the form of a default from which respondents can opt-out. We also randomized respondents into one of 3 payment conditions, which determined the maximum amount respondents could earn, €8, €12, or €20 1 Note: the current modes of assignments were selected from four options we considered and initially hoped to include in a single study. The four treatments would have been: 1) free choice among incentives, 2) choice with behaviourally informed advice (nudged assignment), 3) random assignment, and 4) tailored assignment where the allocation rules that governed our advice were used to assign incentive types and no choice was offered whatsoever. These four treatments combine the effect of using economic preferences to guide assignment and free choice, and could help with disentangling both. Due to budget constraints, we decided to include only 2) and 3), as this allowed us to at least contrast the combined effect of using economic preferences to guide assignment and choice versus a condition where neither were present.
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