Role Of Curiosity Research Articles

The Role of Curiosity in Virtual Environments: A Conceptual Integration.

Brands need to have a digital strategy. Yet, it is difficult to grab consumers' attention in virtual environments. We present the Curiosity in Virtual Environment (CVE) model, which integrates empirical and conceptual work on virtual environments, goal content, and curiosity. The model seeks to serve as a guiding framework and tool for research scholars and practitioners working in virtual environments who want to communicate with consumers. To elaborate and present the CVE, we first discuss the main characteristics of virtual environments and types of goal contents, followed by a brief introduction to the theoretical developments of curiosity. The model is then introduced, showing four quadrants in which practitioners should have an easier (more difficult) time grabbing consumers' attention. We then conduct a selective review of experimental studies on curiosity and consumption, identifying three voids in the field. We finish the article by suggesting directions for future research and acknowledging the limitations of the CVE model.

Research Education, Structural Supports, and the Role of Curiosity.

Research Education, Structural Supports, and the Role of Curiosity.

Role of Curiosity in Facilitating Learning among Medical Students

Role of Curiosity in Facilitating Learning among Medical Students

Curiosity in therapy with children

Several months ago, I promised to return to a discussion about the role of curiosity in connecting with children for treatment. In a podcast I referenced in an earlier commentary (see Parenting opportunities: Apologizing, CABL. March, 2023; https://onlinelibrary.wiley.com/doi/10.1002/cbl.30697), Harriet Lerner and Brene Brown discussed apologizing and noted that curiosity about the other person's experience was an essential part of the process. Any discussion of curiosity strikes a chord for me as a personal value and a guiding principle to being an effective clinician. Therapy does not go far without an interest in learning about others and a willingness to ask the questions needed to understand another's perspective fully.

Exploring Black and South Asian women's experiences of help-seeking and engagement in perinatal mental health services in the UK.

In the United Kingdom (UK), Black and South Asian women are less likely than White British women to access support from perinatal mental health services, despite experiencing similar, or higher, levels of distress. This inequality needs to be understood and remedied. The aim of this study was to answer two questions: how do Black and South Asian women experience (1) access to perinatal mental health services and (2) care received from perinatal mental health services? Semi-structured interviews were conducted with Black and South Asian women (n = 37), including four women who were interviewed with an interpreter. Interviews were recorded and transcribed line-by-line. Data were analyzed using framework analysis, by an ethnically diverse multidisciplinary team of clinicians, researchers and people with lived experience of perinatal mental illness. Participants described a complex interplay of factors that impacted on seeking, and receiving help, and benefiting from services. Four themes emerged that captured the highly varied experiences of individuals: (1) Self-identity, social expectations and different attributions of distress deter help-seeking; (2) Hidden and disorganized services impede getting support; (3) The role of curiosity, kindness and flexibility in making women feel heard, accepted and supported by clinicians; (4) A shared cultural background may support or hinder trust and rapport. Women described a wide range of experiences and a complex interplay of factors impacting access to, and experience of, services. Women described services as giving them strength and also leaving them disappointed and confused about where to get help. The main barriers to access were attributions related to mental distress, stigma, mistrust and lack of visibility of services, and organizational gaps in the referral process. These findings describe that many women feel heard, and supported by services, reporting that services provide a high quality of care that was inclusive of diverse experiences and understandings of mental health problems. Transparency around what PMHS are, and what support is available would improve the accessibility of PMHS.

How does mathematical modeling competency affect the creativity of middle school students? The roles of curiosity and guided inquiry teaching.

Mathematical modeling has become a crucial competence in mathematics education in many countries and regions due to the increasingly complex real-world problems that students face in the 21st century. Previous research has shown that mathematical modeling contributes to the development of students' creativity, particularly with respect to stimulating and protecting the curiosity of children. However, previous studies have not explored or examined the relationships among middle school students' mathematical modeling competency, curiosity, and creativity based on data drawn from large-scale assessments and have not investigated the influence of teachers' teaching methods in this context. This study used convenience sampling to select 4,531 seventh-grade students from eastern and western, urban and rural areas in China. Online tests and questionnaires were used to measure their mathematical modeling competency, curiosity, creativity and guided inquiry teaching, and a moderated mediation model was used to analyze the effect of mathematical modeling competency on creativity. The results showed the following. (1) There are statistically significant differences between boys and girls in terms of their mathematical modeling competency, curiosity, and creativity. Specifically, boys score significantly higher than girls on these variables. (2) Creativity exhibits a statistically significant positive correlation with mathematical modeling competency, curiosity, and guided inquiry teaching. (3) Curiosity mediates the relationship between mathematical modeling competency and creativity, and guided inquiry teaching moderates the influence of curiosity. In high-level guided inquiry teaching classes, curiosity has a stronger influence on creativity, and it mediates the relationship between mathematical modeling competency and creativity more strongly. This study empirically verified the influence of mathematical modeling competency on creativity and provided a possible way to cultivate children's creativity. Future research should use longitudinal analysis to verify the causal relationship between mathematical modeling competency and creativity and to systematically explore the possible path by which mathematical modeling competency affects creativity.

Performance Development Models Based on The Concept of Coersive Digital Leadership: The Role of Curiosity As A Manifestation of Intrinsic Motivation

The goal of this study was to examine the performance development model used by lecturers at private Islamic universities in Central Java, which was based on the idea of coercive digital leadership supported by a trait of intrinsic motivation called curiosity. The population in this study was the head of the undergraduate study program of Private Islamic Universities in Central Java in the form of a university institution. The sampling method using purposive sampling technique was 80 Head of Undergraduate Study Programs at Private Islamic Universities in Central Java who hold the position of Head of Study Programs at Islamic University in Central Java. Data analysis in this study used Partial Least Square (PLS). According to study utilizing PLS analysis, curiosity significantly improves performance and had a good impact on coercive digital leadership. The performance of lecturers was significantly improved through coercive digital leadership. So that the model for improving Lecturer performance can be carried out by implementing Coercive digital leadership which was triggered by increasing Lecturer curiosity. Keywords: curiosity, leadership, lecturer, performance, universities

The Role of Curiosity in Successful Collaboration

In this paper, I focus on the role of curiosity as a key motivating factor in successful collaboration for interdisciplinary research. I argue that curiosity is an important, perhaps essential component of successful collaboration for interdisciplinary teams. I begin by defining curiosity and highlighting the significance of the characteristic motivation of the virtue for successful collaboration. I argue that curiosity initiates, maintains, and coordinates successful collaborative interdisciplinary research. Moreover, if curiosity is a foundational intellectual virtue, then it is not only important but essential for successful collaboration. I then draw attention to a specific type of curiosity, namely inquisitiveness, and argue that the defining feature of inquisitiveness – good questioning – renders it a particularly valuable form of curiosity for collaborative projects, including (although not limited to) interdisciplinary research. I conclude by deriving some practical recommendations for successful collaboration in interdisciplinary research.

Curiosity and mesolimbic functional connectivity drive information seeking in real life.

Curiosity reflects an individual’s intrinsic motivation to seek information in order to close information gaps. In laboratory-based experiments, both curiosity and information seeking have been associated with enhanced neural dynamics in the mesolimbic dopaminergic circuit. However, it is unclear whether curiosity and dopaminergic dynamics drive information seeking in real life. We investigated (i) whether curiosity predicts different characteristics of real-life information seeking and (ii) whether functional connectivity within the mesolimbic dopaminergic circuit is associated with information seeking outside the laboratory. Up to 15 months before the COVID-19 pandemic, curiosity and anxiety questionnaires and a 10-minute resting-state functional magnetic resonance imaging session were conducted. In a follow-up survey early during the COVID-19 pandemic, participants repeated the questionnaires and completed an additional questionnaire about their COVID-19-related information seeking. Individual differences in curiosity but not anxiety were positively associated with the frequency of information-seeking behaviour. Additionally, the frequency of information seeking was predicted by individual differences in resting-state functional connectivity between the ventral tegmental area and the nucleus accumbens. The present translational study paves the way for future studies on the role of curiosity in real-life information seeking by showing that both curiosity and the mesolimbic dopaminergic functional network support real-life information-seeking behaviour.

Curiosity in Learning Biology: Literature Review

Previous research has shown that curiosity has an important role in education, especially in learning biological sciences. This review of literature study aims to examine the important role of curiosity in learning biological sciences. The focus in the study is 1) the nature of curiosity, 2) curiosity research in learning, and 3) curiosity in learning. The results of the study that curiosity has a positive contribution to learning include; 1) increase motivation and interest in learning, 2) develop critical thinking skills, creative thinking skills, and improve academic achievement. Curiosity can be developed and enhanced in learning by using problem Based Learning Models(PBL) , Project-Based Learning (PjBL), Inquiry, and Discovery Learning

Archival Play

AbstractThis article offers a critical and personal reflection on the role of curiosity, fragments, and play in creating meaningful encounters with archives in the college classroom. Drawing on play theory, poetics, media studies, and pedagogical theory, the essay reimagines archival collections as formal and material playgrounds open to spontaneous experimentation. Through reflections on the finding aid, logistical media, Curious George, and other subjects, the essay finds in the archive an elemental play that can be harnessed to create a radically spontaneous pedagogy organized around student curiosity. By cultivating the curiosity inherent to archival play, teachers can actively shape the playful dividend that arrives when students enter the archive and begin to search, find, and discover meaningful patterns in the fragments of history.

Curiosity dalam kehidupan sehari-hari

One important thing to achieve the best academic results, one important thing is needed, namely curiosity. Curiosity isrequiredtoobtainnewinformationandisconsideredthedrivingforceinvolvedinmakingnewconnectionsbetween ideas, perceptions, concepts, and representations. This article aims to review research on the role of curiosity in everyday life. We review conducted on 20 research results published in international journals between 2000 and 2017. The review results show that curiosity has an essential and consistent role in influencing a person’s life positively or negatively. Someone who has a high curiosity aspect, then that person will explore information, willingness and desire to search for information, have adventures with information, and be more active in asking other people.

From information experiences to consumer engagement on brand\u2019s social media accounts

The purpose of this paper is to propose and empirically validate a model that explains user experiences with information interactions on fashion brand pages, leading to consumer engagement on social media. Specifically, this study tests whether values involved in information interactions prompt positive emotions, which in turn foster experiential states contributing to customer engagement intentions. The moderating role of curiosity is also examined. Data from 290 users of fashion brand page in South Korea were collected using a web-based survey method. Structural equation modeling and the PROCESS macro were used to test the research hypotheses. The results revealed that the perceived values involved in information interactions (usefulness, enjoyment) elicit positive emotions, which foster experiential states (satisfaction, cognitive engagement, elaboration) that lead to engagement intentions with brand pages. The results also showed the moderating effect of curiosity on the relationship between perceived values and positive emotions. Theoretical and practical contributions are discussed.

The prospective role of epistemic curiosity in national standardized test performance

To examine the prospective association between epistemic curiosity and academic achievement, this study focused on 820 (64.2% females) second-year high school students (age 17–18), and their performances in the matriculation exams one year later. In addition, two types of epistemic curiosity, the interest and deprivation types, were examined as independent predictors. Furthermore, the role of curiosity in matriculation exam performance was examined at the general and subject level (i.e., mother tongue and math) by accounting for gender, social economic status, and subject motivation (i.e., subject expectancy and task values). Moreover, we examined the possible mediating role of subject motivation between curiosity and achievement. The path models' results showed that interest-type curiosity had a direct relation with overall matriculation performance, whereas deprivation-type curiosity had an indirect relation only. For mother tongue performance, interest-type curiosity was the main prospective predictor, although its direct relation disappeared. For math matriculation performance, only deprivation-type curiosity had an indirect relation. The results imply that epistemic curiosity can promote academic achievement, but that the association is achieved through different pathways that depend on curiosity types, motivation mediators, and the domain level of achievements.

How less congruent new products drive brand engagement: The role of curiosity

When new products are announced, stakeholders often expect them to be congruent with the brand. Nevertheless, brands often go against stakeholders’ expectations and announce less congruent new products. However, the effects of brand congruence on consumers’ brand engagement (i.e., the sharing and commenting of posts) are not well understood. Drawing on schema-congruity theory, we show that (1) consumers are more curious about less congruent new products announced on social media, (2) this curiosity drives their intention to engage with the posted announcement, and (3) brand background operates as a boundary condition of this effect. While prior work shows that high congruence drives positive evaluations of brand extensions, we find that this positive effect only holds for brands with a traditional (vs. non-traditional) background. We demonstrate the robustness of our findings across three experiments using real and fictitious brands.

When ignorance is bliss: The role of curiosity in online games adoption

Despite the adverse consequences associated with playing risky online games, their popularity is increasing. Prior literature on online games has focused on identifying adoption factors without taking associated risks into consideration. In this study, we examine the factors that drive individuals to play online games in the presence of cybersecurity risks such as physical and psychological risks associated with online games. We draw on the information gap theory of curiosity to investigate the impact of security risk awareness and curiosity on the intention to play online games. Using a hypothetical scenario that simulates a real event and a total of 301 responses collected using Amazon Mechanical Turk platform and analyzed using LISREL 8.80, we provide evidence of how the awareness of threats incites curiosity and invites exploratory behavior that can lead to undesirable consequences. Our results reveal that security risk awareness has a positive and significant effect on both perceived risk and curiosity, while curiosity has a negative effect on perceived risk and a positive effect on the intention to play an online game. This study contributes to the literature on online games by adding the role of cybersecurity awareness as a predictor of curiosity, which in turn leads to risky behavior of playing online games. The study introduces curiosity as a critical factor that has valuable cybersecurity implications in the context of online gaming.

Questions – And Some Answers – About Young Children’s Questions

ABSTRACT Question asking plays a fundamental role in learning, and the cognitive development literature contains many studies of specific types of question-asking skills. However, little is known about the developmental course across different aspects of question asking, of which we explore: (a) the ability to ask questions that enable children to solve a specific problem, (b) the ability to ask questions that will increase general understanding about a topic, (c) the ability to recognize the relevance of information yielded by another person’s answer to a question, and (d) children’s general levels of curiosity. The current study includes four tasks assessing preschool through first-grade children’s curiosity and performance on the three different types of question-asking tasks listed above. We observed significant development between kindergarten and first grade in children’s question-asking and significant correlations among the different question-asking tasks. Children who generated more questions for problem solving were better at recognizing effective questions, and generating questions for learning was related to generating problem-solving questions. Both the ability to recognize effective questions and to generate questions for learning were positively correlated with our measure of children’s curiosity. The results and implications are discussed for understanding the development of question-asking skills and the role of curiosity as a fundamental motivator of children’s question asking.

Evaluating Trustworthiness and Expertise of Information on Websites among the Undergraduate Students: The Role of Curiosity

Because of the necessity of assessing online resources and systems with reference to learning-related issues, this study aimed to investigate the impact of curiosity on evaluating websites’ information among university students. The study was an analytical survey and correlational. Based on Cochran sampling formula, the sample included 231 undergraduate students at the Faculty of Education and Psychology located at the Shahid Beheshti University, Tehran, Iran. Two highly validated questionnaires were used to measure the two main variables of curiosity and websites’ information credibility. The data gathered were then analyzed by software SPSS 24.0. Pearson’s correlation test showed a significant correlation between dimensions of web information credibility and the curiosity except for deprivation sensitivity. According to the findings of the general regression model, three phases for affecting trustworthiness evaluation were acceptable based on social curiosity, joyous exploration, and thrill seeking, respectively. Furthermore, three phases for affecting expertise evaluation were acceptable based on joyous exploration, social curiosity, and thrill seeking, respectively. Students with deprivation sensitivity and stress tolerance were unable to find credible sources because of the negative emotions and experiences impeding them to do it well. Curiosity factors influenced the online credibility evaluation highly in the sense that almost half of the students’ evaluations were based on their curiosity-related traits.

The role of curiosity in workplace automation

Purpose This paper describes the ways automation and artificial intelligence are shifting the business landscape and how learning professionals can use curiosity to enhance their own and their organizations' success. Design/methodology/approach A review of theory and research on automation and artificial intelligence, curiosity, and learning and development challenges was conducted. Findings Although technological advancements are already transforming the workplace, the optimal benefits of these technologies will be realized only in collaboration with human capital. In particular, as certain manual and technical skills are replaced by automation, the jobs that remain will require more highly developed social and cognitive skills such as creative problem solving, interpersonal skills and empathy, and adaptability and continuous learning. Practical implications Learning professionals are encouraged to use strategies that leverage the power of curiosity to cultivate the soft skills critical for success in technologically advanced workplaces. Originality/value Technological advancement creates an ever-changing organizational and learning landscape for employees and development professionals. Cost-effective strategies are needed to close the growing skill gaps that result. Curiosity is a helpful tool for growing needed competencies.

Motivation to Learn.

Learners are more likely to remember what they study if they are motivated to do so. Such motivation can be externally driven by prospective rewards, but also intrinsically driven by curiosity. The present research focused on the role of curiosity during intentional learning. We examined the potential mnemonic benefit of curiosity, whether this benefit is undermined when learners are externally motivated to learn by rewards, and whether it can be attributed to increased study time for information they are more curious about. In two experiments, participants were presented with trivia questions, rated their level of curiosity about each question, and then studied the answers, either with or without a prospect of reward for correct recall on a subsequent test. Study time was either fixed (Experiment 1) or self-paced (Experiment 2). Performance on a memory test 1 week later suggested that curiosity enhanced long-term retention, and that rewards did not undermine the benefit of curiosity. When learning was self-paced, study time increased with curiosity but did not account for the effect of curiosity on memory. The results highlight the important role curiosity plays in learning and suggest that curiosity and rewards can be used together effectively to promote students' learning.