Situational interest and learning: Thirst for knowledge

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Interest Matters: The Importance of Promoting Interest in Education (2016, background): “…that intriguing problems (e.g., why the Japanese were able to conquer Singapore during World War II despite being highly outnumbered) can be effective for eliciting situational interest, but that interest may decline once students discover the answer to the problem (Rotgans & Schmidt, 2014).”
Interest development: Arousing situational interest affects the growth trajectory of individual interest (2017, background): “…the arousal of situational interest by appropriate precipitating events, such as puzzles or problems, is hard-wired and therefore—in principle—affecting every individual (Berlyne, 1954, 1962, 1978; Kang, Scharmann, Kang, & Noh, 2010; Kang et al., 2009; Loewenstein, 1994; Rotgans & Schmidt, 2014b).”
Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance (2016, background): “Given that epistemic curiosity is significantly and positively related to student engagement, knowledge seeking, and deeper understanding of knowledge (Litman, 2005; Richards et al., 2013; Rotgans & Schmidt, 2014), the prominent role of epistemic curiosity in graded performance can be understood.”