Development and Validation of a Questionnaire to Assess Situational Interest in a Science Period: a Study in Three Cultural/Linguistic Contexts

Potvin, Patrice; Ayotte-Beaudet, Jean-Philippe; Hasni, Abdelkrim; Smith, Jonathan; Giamellaro, Michael; Lin, Tzung Jin; Tsai, Chin Chung

doi:10.1007/s11165-022-10050-0

Cited by 5 publications

(7 citation statements)

References 43 publications

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“…In order to ascertain whether the digital learning platform is capable of stimulating situational interest in students, the test instrument developed by Potvin et al was translated into German and adapted for use in the context of the intervention. Previous studies have demonstrated that interest is a pivotal intrinsic factor in motivating students to learn (Potvin et al, 2023). It affects the cognitive processes of reading comprehension, inference, attention, information processing, retrieval, goal orientation, problem solving, conceptual understanding and text interpretation Renninger, 2006, Schraw and.When a specific context, such as an engaging and stimulating learning environment (Benesch, 2018) generates interest and concentration, enhances cognitive function, and is accompanied by persistence, enjoyment, emotional involvement, and curiosity (Waldis, 2012), it creates a distinctive motivational state known as situational interest.…”

Section: Discussionmentioning

confidence: 99%

“…The study revealed that 73% of students concurred with the statements in the questionnaire, indicating that teaching with the digital learning environment fosters situational interest. Nevertheless, it remains to be seen whether future comparative studies based on the test instrument developed by Potvin et al, will yield similar results in relation to digital learning platforms (Potvin et al, 2023). In educational research, situational interest is a crucial factor for initiating and sustaining learning processes, as well as in the creation of cooperative learning environments.…”

Section: Discussionmentioning

confidence: 99%

“…The UE-questionnaire took place immediately after processing the digital learning environment. (Burge, 2015) was translated into German and adapted to the intervention -Situational interest: The test instrument by short-scale from (Potvin et al, 2023) was translated into German and adapted to the intervention. In addition, item 1 was recoded as we did not want to have negatively worded items.…”

Section: Online Via Lime-surveymentioning

confidence: 99%

“…To evaluate cognitive activation, Burge's questionnaire was translated into German and adapted for the intervention (Burge, 2015). To evaluate situational interest, we adapted Potvin et al's short scale into German and modified it for our intervention (Potvin et al, 2023) (see Table 1). In addition to the affective variables, we also measured the students` learning gain with a performance test.…”

Section: Data Collectionmentioning

confidence: 99%

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Unveiling the future of learning: The transformative impact of adaptive learning environments in the field of bionics in science education

Honke,

Becker-Genschow

2024

Preprint

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Adaptive learning through learning software represents an innovative teaching approach that employs digital media to tailor educational content and materials to the needs, abilities and learning pace of each individual. This study analyzes the impact of implementing an adaptive digital learning platform in terms of students' perceptions of the user experience and learning outcomes in a school context. Three distinct learning modules on the subjects of `polar bear`, `heat transport` and `temperature and heat`, pertaining to the field of bionics, were completed by the students on an adaptive digital learning platform during a science lesson. The study analyzed data from a total of 56 sixth-grade students from two German grammar schools. Questionnaires and performance tests were administered at various stages during the completion of the learning modules on the platform. The questionnaires covered a range of aspects including motivation, use of digital media, time spent with digital media, and media used. In addition, students' learning success through the learning platform, cognitive activation, and situational interest were investigated. Performance tests were used to determine prior knowledge and understanding of the content of the bionics modules before and during use of the learning platform. The results indicate that digital media, particularly learning software has a motivating effect on almost all students in the class (98%). Furthermore, 80% of students prefer a mix of traditional teaching methods and digital media, reflecting a preference for a hybrid learning environment. The emotional response to the digital learning platform was predominantly positive (62%), but 38% of learners reported feeling uncertain when using the digital learning environment. A performance test analysis revealed that the greatest learning gain between the pre- and post1-performance tests was observed in the `polar bear` module, with a learning gain of over 40%. This was followed by a learning gain of over 20% for the `heat transport` module and 13% for the `temperature and heat` module. In conclusion, the digital learning platform has the potential to significantly enhance learning and activate cognitive processes based on student motivation and situational interest, provided that the subject matter is appropriate.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Online Via Lime-surveymentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

See 2 more Smart Citations

Unveiling the future of learning: The transformative impact of adaptive learning environments in the field of bionics in science education

Honke,

Becker-Genschow

2024

Preprint

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“…However, some of these measurement instruments consist of only a single item (Lin et al, 2013;Loukomies et al, 2015;Palmer, 2009;Tapola et al, 2013) or less than 5 items (Gungor et al, 2007;Moreno, 2009;Zhu et al, 2009). This type of measurement, while simple and time-saving in practical implementation, is less well suited to address and adequately capture the different components of the interest construct (Potvin et al, 2023;Renninger & Hidi, 2015).…”

Section: Measuring Situational Interestmentioning

confidence: 99%

Measuring Interest: Development and Application of a Three-Dimensional Situational Interest Short Scale

Kleespies,

Scheersoi,

Dierkes

et al. 2024

EUROPEAN J ED RES

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<p>Situational interest is an important factor that has a great influence on learning success in both in-school and out-of-school learning situations. Although there has been extensive research on interest in its diverse forms for decades, an evaluated measurement instrument for situational interest that covers the three theoretically defined components of interest (emotional, cognitive, value-related) is still missing. Therefore, in this study, based on person-object theory of interest, a short scale was developed that can be used in a variety of learning programs independent of content or methods. In study 1, eight suitable items were selected and their structure was examined using exploratory methods. In study 2, the results of study 1 were verified using confirmatory factor analyses. Study 3 shows an example of a practical application of the newly developed scale in two different learning settings. The findings provide evidence that the scale developed here is a practical instrument to measure situational interest taking into account all its components. On the one hand, the scale can help teachers evaluate their educational programs; on the other hand, it can be used by researchers to empirically investigate the construct of interest. Thus, the scale makes an important contribution to research and practice.</p>

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The relationship between secondary school students’ situational interest and their collaborative learning interactions

Tatiana¹,

Järvenoja²,

Mänty³

2023

SN Soc Sci

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Situational interest can be a prominent driver for learning, but little is known about how it is connected to the type of interactions students engage in during collaborative learning. To address this gap, we collected data from 94 secondary school students who worked on collaborative tasks during a five-session science course. Students reported their situational interest before and after every collaborative task. The collaborative sessions were videotaped. Based on the differences in situational interest variation, the students were assigned to three situational interest clusters. The differences in the level and trend of interactions were then statistically examined between the clusters. The results showed that the students whose situational interest increased had a higher level of cognitive interaction (U = 6704.5, p = 0.04) and more rapid growth in cognitive (t (196) = − 2.42 and − 3.62, p < 0.01) and socio-emotional (t (196) = − 1.81 and − 3.48, p < 0.05) interaction than other students. Instead, those students whose situational interest decreased showed more rapid growth in off-task interaction (t (196) = 2.59, p = 0.01). To maintain an optimal level of situational interest, the findings also suggest paying attention to off-task interactions during collaboration, in addition to cognitive interaction.

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Development and Validation of a Questionnaire to Assess Situational Interest in a Science Period: a Study in Three Cultural/Linguistic Contexts

Cited by 5 publications

References 43 publications

Unveiling the future of learning: The transformative impact of adaptive learning environments in the field of bionics in science education

Unveiling the future of learning: The transformative impact of adaptive learning environments in the field of bionics in science education

Measuring Interest: Development and Application of a Three-Dimensional Situational Interest Short Scale

The relationship between secondary school students’ situational interest and their collaborative learning interactions

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