Understanding and Fostering Curiosity and Self-Motivation in Digital Environments

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Abstract

Curiosity and self-motivation for learning amongst adolescents are becoming worryingly low, especially in digital environments. This paper addresses this issue through two complementary studies. Study 1 involves large-scale data mining of 1:1 computing digital traces by secondary school students (N = 51,835 students, 48 schools). Overall, behavioral indicators of curiosity and self-motivation in out-of-class use were significantly lower than in-class use. To foster curiosity and self-motivation, Study 2 then tested a longitudinal intervention (N = 148 students, 8 classes) involving student-led exploration in the classroom. The intervention increased subsequent indicators of curiosity and self-motivation in out-of-class digital learning, mediated by joyful in-class experiences. Findings highlight the need for intentional classroom designs to spark curious and self-motivated behaviors in digital environments.

Author

• Farhan Ali, Nanyang Technological University - National Institute of Education