Curiosity, Interest and Engagement in Technology-Pervasive Learning Environments: A New Research Agenda

Autor/inn/en	Arnone, Marilyn P.; Small, Ruth V.; Chauncey, Sarah A.; McKenna, H. Patricia
Titel	Curiosity, Interest and Engagement in Technology-Pervasive Learning Environments: A New Research Agenda
Quelle	In: Educational Technology Research and Development, 59 (2011) 2, S.181-198 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-011-9190-9
Schlagwörter	Personality Traits; Research Methodology; Learning Modalities; Learner Engagement; Student Motivation; Educational Research; Research Needs; Interests; Educational Technology; Models; Predictor Variables; Computer Uses in Education; Influence of Technology; Electronic Learning; Educational Environment + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Research method; Forschungsmethode; Lernumgebung; Schulische Motivation; Bildungsforschung; Pädagogische Forschung; Forschungsbedarf; Bildungsinteresse; Unterrichtsmedien; Analogiemodell; Prädiktor; Computernutzung; Pädagogische Umwelt; Schulumwelt
Abstract	This paper identifies the need for developing new ways to study curiosity in the context of today's pervasive technologies and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables. While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research. This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such a perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10