Curiosity, interest and engagement in technology-pervasive learning environments: A new research agenda

Marilyn P. Arnone, Ruth V. Small, Sarah A. Chauncey, H. Patricia McKenna

Research output: Contribution to journalArticlepeer-review

167 Scopus citations


This paper identifies the need for developing new ways to study curiosity in the context of today's pervasive technologies and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables. While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research. This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such a perspective.

Original languageEnglish (US)
Pages (from-to)181-198
Number of pages18
JournalEducational Technology Research and Development
Issue number2
StatePublished - Apr 2011


  • Contextual factors
  • Curiosity
  • Curiosity research
  • Cyberlearning
  • Engagement
  • Interest
  • Learning modalities
  • New media - ambient learning
  • Personal factors
  • Situational factors
  • Technology-pervasive learning environments

ASJC Scopus subject areas

  • Education


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