Finding classroom tasks interesting: Building towards a lasting desire to re-engage in four foundation courses

Abstract

The paired development of an individual’s knowledge and interest in an object/topic has well-established theoretical and empirical support. Their shared role within learning experiences has similar support but has less often been researched intensively in formal contexts such as classrooms. To address this gap, four studies in four foundation university courses were conducted across an academic semester. The research was conducted at one research intensive university in Hong Kong, with a mixture of first- and second-year students. This research was embedded into course lectures/tutorials by utilising a mobile platform to conduct short formative tests and surveys (QR codes presented with course materials). Difference testing compared pre-post domain interest and levels of interest in different tasks. Structural equation modelling tested the predictive relationships between prior domain interest and knowledge with students' interest in a range of lecture and tutorial tasks, and later interest in the course and/or domain. The pattern of results from the four studies suggest separate and sometimes contrasting roles for prior interest and knowledge within task interest. Findings confirmed the critical role of social learning experiences for building interest in courses. These studies support the evidenced based strategic choice of a variety of course tasks to ensure students individual differences are addressed and long-term interest is supported. The theoretical and practical implications, as well as future directions for research in this area are discussed.