This paper applies a mixed-format research method and tries to use the facilitation theory from the perspective of behavioral science to facilitate college students’ learning styles. A sample of undergraduates from a university was randomly sampled and divided into two groups, the experimental class and the control class, and the experimental class implemented a three-pronged program of facilitation in the areas of learning space reengineering, information feedback, and incentives and disincentives, whereas the control class did not take any intervention measures. The study adopted the longitudinal method of pre and post-testing, using questionnaires and performance statistics as quantitative data, and interview records and on-site observations as qualitative data collection methods. It was found that the boosting effect was significant, as the overall study habits of the students in the control class increased by 24.0 percentage points after the intervention, good use of time increased by 37.3 percentage points, average daily commitment to learning increased by 61.9 minutes, and concentration on learning increased by 35.8 percentage points. In conclusion, the context-feedback-reward integrated boosting model helps college students cultivate good study habits and has certain reference value for the construction of academic style at university level.
