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.