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Abstract

This study examines the association between invitation message tone and student participation in digitally mediated learning environments. Using a field-based quasi-experimental design, 40 students in the Philippines were assigned through an alternating allocation procedure to receive either a formal, context-rich invitation or a brief informal message directing them to the same online task. Participation was measured through link activation, task completion, and response timing using automated digital tracking. Results showed higher completion rates and faster response patterns in the formal message condition. Completion reached 100% in the formal condition compared to 50% in the informal condition (χ²(1, N = 40) = 13.33, p < .001, V = .58). These findings show that message structure is associated with how learners respond to academic requests in digitally mediated environments. While limited by a small sample size and context-specific design, the study provides applied evidence consistent with principles of transactional distance and teaching presence. The findings suggest that low-effort improvements in communication design may support participation in asynchronous open and distance learning systems.

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