Curiosity as a personality variable influencing learning in a learner controlled lesson with and without advisement |
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Authors: | Marilyn P Arnone Barbara L Grabowski Christopher P Rynd |
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Institution: | (1) Creative Media Solutions, Syracuse, New York;(2) the Pennsylvania State University, USA;(3) State College, Pennsylvania |
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Abstract: | This study investigated the effect of curiosity on learning art education facts and concepts by first- and second-graders
in computer-based interactive learner control environments with and without advisement. High-curious subjects, who generally
prefer a higher degree of unfamiliarity and uncertainty, were predicted to perform better in either learner control environment
than low-curious children. All children regardless of curiosity level were expected to perform better in the advisement condition
than in the no-advisement condition. As predicted, a significant difference in achievement scores favored the high-curious
children in both conditions. Although there was no main treatment effect, exploratory analyses revealed an unpredicted significant
interaction between grade level and treatment. First-graders performed significantly better with advisement than without advisement
while second-graders performed better without. Examination of treatment usage data indicated that first-graders followed advisement
more than did second-graders. |
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Keywords: | |
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