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：我们使用一个电子评估平台的数据来进行入门数学统计课程,以预测每个学生通过期末考试的概率。 随后,我们向预估通过考试的概率低的学生发出警告邮件。 我们发现这种治疗效果是正面的,但估计不准确,只有在更加密集地实施时,才能表明这种干预的有效性。