A Novel Multimodal Approach for Studying the Dynamics of Curiosity in Small Group Learning

TL;DR

This paper introduces a new multimodal framework for understanding and fostering curiosity in small group learning by analyzing observable peer behaviors and their influence on curiosity states.

Contribution

It presents the first integrated socio-cognitive model linking peer behaviors to curiosity, validated through longitudinal latent variable modeling, and proposes strategies for learning technology integration.

Findings

Interpersonal functions have a stronger influence on curiosity than individual functions.

Observable multimodal behaviors can predict underlying curiosity states.

The framework enables design of technologies to evoke and scaffold curiosity.

Abstract

Curiosity is a vital metacognitive skill in educational contexts, leading to creativity, and a love of learning. And while many school systems increasingly undercut curiosity by teaching to the test, teachers are increasingly interested in how to evoke curiosity in their students to prepare them for a world in which lifelong learning and reskilling will be more and more important. One aspect of curiosity that has received little attention, however, is the role of peers in eliciting curiosity. We present what we believe to be the first theoretical framework that articulates an integrated socio-cognitive account of curiosity that ties observable behaviors in peers to underlying curiosity states. We make a bipartite distinction between individual and interpersonal functions that contribute to curiosity, and multimodal behaviors that fulfill these functions. We validate the proposed framework by leveraging a longitudinal latent variable modeling approach. Findings confirm a positive predictive relationship between the latent variables of individual and interpersonal functions and curiosity, with the interpersonal functions exercising a comparatively stronger influence. Prominent behavioral realizations of these functions are also discovered in a data-driven manner. We instantiate the proposed theoretical framework in a set of strategies and tactics that can be incorporated into learning technologies to indicate, evoke, and scaffold curiosity. This work is a step towards designing learning technologies that can recognize and evoke moment-by-moment curiosity during learning in social contexts and towards a more complete multimodal learning analytics. The underlying rationale is applicable more generally for developing computer support for other metacognitive and socio-emotional skills.