Engineering physics undergraduates are more curious than they appear in lecture when given the chance to submit questions about interactive simulations¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in a junior-level electromagnetics course submitted questions revealing curiosity not visible in lecture, and participated without extrinsic motivation. → F.V. Kowalski and S.E. Kowalski 2013

Evidence¶

F.V. Kowalski and S.E. Kowalski 2013¶

F.V. Kowalski and S.E. Kowalski. (2013). Enhancing Curiosity Using Interactive Simulations Combined with Real-Time Formative Assessment Facilitated by Open-Format Questions on Tablet Computers. https://arxiv.org/abs/1308.1110 doi:10.48550/arxiv.1308.1110

q2 · i? · design · r2

Observational classroom study in a junior-level electromagnetics engineering physics course using real-time open-format questions via InkSurvey during four simulations. The authors conclude students are "more curious than they appear in class" and participate without extrinsic motivation; no effect size is reported.

"We conclude that students are indeed more curious than they appear in class, and students participate even without extrinsic motivation."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it

Related Claims¶

• Every student present submitted at least one question response for each simulation, without external incentives — related
• Multiple representations improve learning — related
• The category distribution of student questions varies substantially across different simulations — related
• Anonymous real-time sharing of student responses mitigates evaluation apprehension while preserving individual accountability (authors' account) — related
• Most students submitted JoLs out of curiosity about the system rating, often without attending to the LA graphs, and reported behaviour change more from JoL than from the agent — related
• Commognitive analysis of lecturing offers micro-level insights into lecturer-student communication that non-commognitive approaches miss — related
• Curiosity about trivia answers is a U-shaped function of confidence, supporting information-gap theory — a broader claim this one bears on
• Without feedback, people are more curious about high-confidence errors than about equally high-confidence correct answers, replicated across experiments — related