How do intellectually curious and interested people learn and attain knowledge? A focus on behavioral traces of information seeking
Aki Schumacher et al.
Abstract
Intellectual curiosity and personal interest are both believed to spark information seeking and facilitate learning. In two preregistered studies (Study 1: exploratory lab study, N = 312; Study 2: online conceptual replication study, N = 960), we investigated effects of curiosity and interest on participants’ information seeking as they studied a hypertext on a historical topic. We captured their behavioral traces with log files. We also examined effects of curiosity, interest, and information-seeking behaviors on knowledge attainment. In both studies, latent profile analyses based on behavioral trace data revealed that some information-seeking profiles were more adaptive (e.g., broad and deep-diving information seeking, Study 1; broad information seeking, Study 2) and some were less adaptive (e.g., disengaged). More adaptive profiles were consistently related to better knowledge test performance. Curiosity and interest positively predicted more adaptive information seeking (Study 1) and knowledge test performance (Study 2); however, these effects were inconsistent across study contexts. Furthermore, curiosity and interest did not interact in predicting information seeking or knowledge attainment (Studies 1 and 2). Overall, our work extends the understanding of how intellectually curious and interested individuals learn and attain knowledge and underscores the promise of using behavioral trace data to study interindividual differences.
3 citations
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.32 × 0.4 = 0.13 |
| M · momentum | 0.57 × 0.15 = 0.09 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.