Behavioural Effects of Providing Labour Market Information to Students Evidence from an Eye-tracking Pilot Study

In this paper, we evaluate students’ responses to labour market information by using eye-tracking technology to measure the visual attention students pay to labour market indicators of study programmes they are interested in. We relate these measures of visual attention to their recall of information and the likelihood that they re-rank their preferred study choice. In a sample of 63 students in the pre-academic track of a Dutch secondary school, we find that the dwell time (i.e., the time students spend looking at the labour market information we provide) is positively correlated with finding future changes of work and earnings prospects important. Students who report they find our information useful correct their expectations more often. However, we do not find a correlation between dwell time and informational recall on measures of unemployment, working hours and wages in their preferred study programme. The evaluation of the information by students suggests a generally positive response to the information, with a high level of interest and perceived ease of understanding. Despite that, only a small percentage of students plan to use the information in their programme choice, indicating a potential gap between interest and practical application for some students.