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This article discusses the importance of studying interest and reviews research on the association between interest and prior knowledge. It is concluded that there is a substantial linear relationship between interest and prior knowledge. Previous findings of minimal interest-knowledge relationships were attributed to one, or more, of the following: (a) Knowledge and interest measures reflecting different content, (b) questionable reliability or validity of the measures, (c) ideographic assignment to high/low groups introducing error into group assignments, (d) use of materials not suited to the sample, and (e) possible confounding of interest and knowledge measures. Research suggests that working on interesting, compared to neutral, materials may engage deeper cognitive processing, arouse a wider, more emotional, and more personal associative network, and employ more imagery. A model of the interest-knowledge relationship is updated, and suggestions for further research are made. Finally, the similarity between interest and curiosity is explored, and the advantages of research on these constructs are discussed.

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Bartlett's test of sphericitg: was applied to a correlation matrix computed on random normal deviates by Armstrong and Soelberg (1968), and returned a chi square value indicating that the matrix could have been generated from a population where the correlation coefficients are zero. These results re- emphasize the desirability of computing this test prior to proceeding t o factor extraction, and in accord with the findings of other writers, indicate this test to be sensitive in detecting results which can be ascribed to chance.

This chapter reviews a rapidly growing body of empirical evidence on the effectiveness of using video and computer games to provide instruction. Evidence of their effectiveness is drawn from existing results and data. The topics covered here are transfer from computer games to external tasks, enhancing cognitive processes, guidance and animated agents, playing time and integration with curricular objectives, effects on game players, attitudes toward games, cost-effectiveness, and, fi nally, the use of games for evaluation. Areas where the evidence base is particularly weak are identi fi ed in the discussion section. Findings and recommendations for the design of games used in instruction are summarized in a table. The chapter concludes with a call for development of tools and technology for integrating the motivating aspects of games with good instructional design. People do learn from games. Missing are generally effective design processes that ensure that learners will acquire the speci fi c knowledge and skills the games are intended to impart.