We use learning data of an e-assessment platform for an introductory mathematical statistics course to predict the probability of passing the final exam for each student. Subsequently, we send warning emails to students with a low predicted probability to pass the exam. We detect a positive but imprecisely estimated effect of this treatment, suggesting the effectiveness of such interventions only when administered more intensively.

翻译：我们利用一门数理统计入门课程的电子评估平台学习数据，预测每位学生通过期末考试的概率。随后，我们向预测通过概率较低的学生发送警告邮件。我们检测到该干预措施具有正向但不精确的估计效应，表明此类干预仅在更密集地实施时才有效。