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Session Type: Symposium
The experience of interest while engaged is an essential part of maintaining engagement over time. This symposium addresses the roles of the student, the task, and the learning environment in creating and maintaining the student’s experience of interest. Although research has addressed broad categories of factors that increase the likelihood of interest (e.g. autonomous learning environments, novelty), it is an open question as to when, how, and for whom these factors are helpful. The symposium brings together researchers who are addressing these questions from different perspectives and using different types of data and levels of analysis. Implications for understanding interest experiences while learning and directions for future research will be discussed.
Students' Basic Psychological Needs and the Development of Situational Interest During Problem-Based Learning - Maximilian Knogler, Technische Universität München; Alexander Gröschner, University of Paderborn; Katrin Neubauer, Technical University Munich; Doris Lewalter, Technical University of Munich
Undergraduates' Implicit Theories of Interest Regulation - Dustin Thoman, San Diego State University; Carol Sansone, University of Utah
Life Science Students Learning Physics With Life Science Examples - K. Ann Renninger, Swarthmore College; Catherine H. Crouch, Swarthmore College; Panchompoo Wisittanawat, Swarthmore College; Ming Cai, Swarthmore College
Context Personalization and Example Choice Increase Situational Interest in Mathematics for Students With Low Individual Interest - Sigve Høgheim, University of Bergen; Rolf Reber, University of Oslo