The following effects were observed for each intervention type:
- Value: 2nd most beneficial when considering rate of assignment completion and time to assignment completion.
- Expectancy: Most beneficial intervention.
- Delay: Had adverse effects, decreasing the rate of assignment completion and increasing time to submission.

University of Illinois at Urbana-Champaign

In an effort to reduce procrastination in MOOCs, Huang et al. designed an randomized intervention for Chinese students on the platform *Xuetangx*. Three core interventions where deployed, each focusing on affecting a specific aspect of the Temporal Motivation Theory:
- Value: To increase the supposed value of completing MOOC assignments, students were notified that a successful submission would enter the student into a lottery for a monetary reward (gift card)
- Expectancy: To increase the self-confidence and self-efficacy, students were notified of how many other students have currently finished the assignment (i.e as of today, 47% of other students have already completed this assignment).
- Delay: To decrease delay, a planning prompt reminded students of the deadline and the assignment to be done.

This was compared to two control groups that used a simple call-to-action (such as reminding a student that Task X has yet to be done), and no calls-to-action.

Procrastination, TMT, and MOOCs - Huang et al. (2020)

Huang, N., Zhang, J., Burtch, G., Li, X., & Chen, P. Y. (2020). Combating Procrastination on MOOCs via Optimal Calls-to-Action 

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