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61.032 - When Rubber Meets the Road: How Interest Shapes Learners' Interactions With Content
Sun, April 19, 10:35am to 12:05pm, Marriott, Floor: Sixth Level, Michigan/Michigan StateSession Type: Symposium
Abstract
This session examines how interest evolves during task engagement and shapes what learners do when exposed to domain content. Both individual and situational interest matter for learning and continued engagement, but the nature of how these change, interact, and guide learners in the moment of learning is not well understood. With a focus on both individual and contextual variables, researchers will present data that help to elucidate how and under what conditions learning experiences related to interest can generate momentum within learners to actively work with domain content.
Sub Unit
Chairs
Amanda Marie Durik, Northern Illinois University
Erika Alisha Patall, The University of Texas - Austin
Discussant
Papers
The Trajectory of Situational Interest in an Online Learning Session - Paula de Barba; Mary D. Ainley, University of Melbourne; Gregor Kennedy, The University of Melbourne
The Function of Daily Interest in the Classroom - Erika Alisha Patall, The University of Texas - Austin; Ariana Vasquez; Rebecca Rose Steingut, The University of Texas - Austin; Scott Stephen Trimble, The University of Texas - Austin; Danika Maddocks, The University of Texas - Austin; Keenan A. Pituch, The University of Texas - Austin
The Effect of Interest on the Use of Learning Strategies and Knowledge Acquisition During School Class Museum Visits - Doris Lewalter, Technical University of Munich; Katrin Neubauer, Technical University Munich; Anja Mayle; Maximilian Knogler, Technische Universität München
Surprise-Induced Awareness of a Knowledge Deficit Promotes Situational Interest and Learning - Jerome I. Rotgans, National Institute of Education - Nanyang Technological University; Henk G. Schmidt, Radboud University Nijmegen
The Cat Is Alive and Well: Curiosity Motivates Exploration for High-Interest Learners - Amanda Marie Durik, Northern Illinois University; Steven McGee, Northwestern University; Linda Huber, Northern Illinois University; Jennifer Duck, The Learning Partnership