The paper focuses on the optimized use of “nudges” in an online learning platform by undergraduate students during a semester-long elective course. The study involved in a compelling exercise in which students from different academic years participated in co-designing nudges for an online learning platform to prompt behavior changes. After analyzing the student responses on designed nudges on when these nudges should be used in varying reading rates, they were categorized as confront, social, and deceive. In self-directed learning, the data analysis trends confront and social category nudges were the most preferred, while deceive category nudges were the least popular i.e. The confront category and social category nudges were found more effective than deceive category nudges for behavior change.