The Role of Epistemic Curiosity in Game-Based Learning
Distinguishing Skill Acquisition From Adaptation
Bibliographic Data
| ID | 21629977 |
|---|---|
| Authors | Jonathan T Huck (University of Oklahoma, corresponding author), Eric Anthony Day (University of Oklahoma), Lin Li (0000-0003-2896-7988, Pepsi (United States)), Li Lin (0000-0002-7584-9186, PepsiCo, USA), Ashley Jorgensen (University of Oklahoma), Ashley G Jorgensen (University of Oklahoma), Joseph Westlin (The College of Saint Rose, USA), Jay H Hardy (0000-0002-1064-2985, Oregon State University) |
| Year | 2020 |
| Volume | 51 |
| Issue | 2 |
| Pages | 141-166 |
| Publication date | 2020-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Simulation & Gaming (JOURNAL) |
| Journal identifiers | ISSN: 1046-8781 • E-ISSN: 1552-826X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1046878119895557 |
| OpenAlex | W2999321048 |
| Language | EN |
| Citations received | 6 |
| References cited | 84 |
Background Videogames are emerging as increasingly popular tools for training complex skills, in part due to their potential for improving the transfer of learning to changing demands. One caveat is that training outcomes are primarily influenced by a learner’s capability and willingness to engage in adaptive learning processes. The present study examined the role of epistemic curiosity as a predisposition for seeking information and resolving gaps in knowledge. Method Using a game-based learning environment with strong cognitive and perceptual-motor demands, we tested the effects of interest- and deprivation-type epistemic curiosity on performance during skill acquisition and adaptation to unforeseen change. A task-change paradigm and piecewise latent trajectory model disentangled the effects on performance trajectories corresponding to skill acquisition and adaptation. Results Interest-type epistemic curiosity, but not deprivation-type, was positively related to baseline performance, even after controlling for cognitive ability and videogame experience. Moreover, the positive effect of interest-type epistemic curiosity on post-change performance (i.e., adaptation) was fully mediated by pre-change performance. Discussion These findings indicate that interest-type epistemic curiosity is particularly important in the earlier phases of learning, but explains little variability in adaptive performance beyond its direct influence on performance acquired prior to change. This research speaks to the roles of individual differences in cognition and motivation during game-based learning
Cognition · Cognitive psychology · Cognitive science · Curiosity · Dreyfus model of skill acquisition · Perception · Education, Achievement, and Giftedness · Educational Strategies and Epistemologies · Psychological and Educational Research Studies · Psychology · Social Psychology
Interest—The Curious Emotion
The Wick in the Candle of Learning
The Measurement of Curiosity As a Feeling of Deprivation
A Theory of Human Curiosity
Interest and deprivation factors of epistemic curiosity
Task complexity
Approach and avoidance motivation and achievement goals
Digital Games, Design, and Learning
Curiosity and the pleasures of learning
A meta-analytic review of the role of instructional support in game-based learning
The Hungry Mind
Computer Gaming and Interactive Simulations for Learning
Disentangling Curiosity
A Meta‐analytic Examination of the Instructional Effectiveness of Computer‐based Simulation Games
Why Minimal Guidance During Instruction Does Not Work
Latent Curve Models
Acquisition of cognitive skill
The psychology of curiosity
Investment and intellect
When does adaptive performance lead to higher task performance
A state-trait curiosity inventory
Investigating intellect from a trait activation perspective
The curiosity and exploration inventory-II
Intellect
Mental Models in Cognitive Science
When and where do we apply what we learn
| Citations per year | 1 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |