• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.1-23
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• 2020

The purpose of this study is to theorize the conceptualizations of educational interest focused on mathematics learning and to investigate the directions of increasing students' interest in mathematics. This study reconsiders the interest theory of Dewey, classification of situational interest and individual interest, and the experimental research of mathematical interest. The conceptions of educational interest on mathematics learning are as follows. First, mathematical interest refers to the total experiences that an individual feels the need to engage in mathematical objects. Second, making a distinction between situational interest and individual interest is effective in suggesting educational interventions in order to improve students' learning interest. Third, interest is characterized by affect, cognition, and value. According to the conceptions of educational interest on mathematics learning, this study suggests that we should develop or construct good mathematics tasks to increase students' interest in mathematics. Good mathematics tasks consider both students' understanding and students' affection and provide activity's goals or values to be noticed by students.

• The Mathematical Education
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• v.60 no.4
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• pp.555-580
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• 2021

The purpose of this study is to explore the factors of situational interest in math learning, and based on the results, to reveal the factors of situational interest included in teaching and learning methods, teaching and learning activities in mathematics class, and extracurricular activities outside of class. As a result of conducting a questionnaire to high school students, the factors of situational interest in learning mathematics were divided into 10 detail-domain(Enjoy, Curiosity, Competence / Real life, Other subjects, Career / Prior knowledge, Accumulation knowledge / Transformation, Analysis), 4 general-domain(Emotion, Attitude / Knowledge, Understanding), 2 higher-domain(Affective / Cognitive) were extracted. In addition, it was revealed that various factors of situational interest were included teaching and learning methods, teaching and learning activities and extracurricular activities. When examining the meaning of 10 situational interest factors, it can be expected that the factors for developing individual interest are included, so it can be expected to serve as a basis for expanding the study on the development of individual interest in mathematics learning. In addition, in order to maintain individual interest continuously, it is necessary to maintain situational interest by seeking continuous changes in teaching and learning methods in the school field. Therefore, it can be seen that the process of exploring the contextual interest factors included in teacher-centered teaching and learning methods and student-centered teaching and learning activities and extracurricular activities is meaningful.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.187-221
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• 2008

Although academic interest, the intersection of cognition, emotion, and motivation, is a primary goal of learning and mediates the effects of learning, the present learning environment is full of impeding factors which undermine learner's interests in learning situation. The purpose of this study is to examine current state of academic interests of Korean students and to identify several potential causes of developmental declines in academic interests. It has been consistently found that academic interests in various school subjects decrease with age and grade in school. Three potentially contributing factors to the observed loss of academic interests are mainly discussed: deprived autonomy, severe competition, and normative evaluation. Based on theories on interest and motivation, and empirical findings, various prescriptions are also suggested for designing an interest-based learning environment in order to trigger and enhance learner's academic interests.

• Journal of the Korean Society for information Management
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• v.38 no.1
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• pp.113-141
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• 2021

Elementary school is a critical period for the students to form a reading habit. So it is necessary to consider the ways of reading education that can promote the student's reading motivation. This study explores the effective applications of reading education in the school by testing the relationship among reading education, student's situational interest, and intrinsic motivation. To this end, this study executed several in-depth interveiws as a pilot and a questionnaire survey with 5th and 6th graders in elementary schools. The survey results were statistically analyzed. As a result, teacher's reading instruction had the most positive effect on the situational interest, and situational interest had the greatest mediating effect in the relationship between teacher's reading instruction and the students' intrinsic reading motivation. Based on the result, improvements in reading education were suggested for the students to form a good reading habit.

• (The) Korean Journal of Educational Psychology
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• v.28 no.1
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• pp.1-21
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• 2014

Two studies were conducted to investigate the interactive effect between temporal proximity of utility value and self-efficacy on situational interest and reengagement motivation. In study 1, university students were provided with either proximal or distal values of mental calculation task. Hierarchical regression analyses showed a significant interaction effect between distal utility value and high self-efficacy, indicating that distal utility value was more effective to induce situational interest and reengagement motivation for students with higher level of self-efficacy. In study 2, we replicated study 1 with high school students to investigate developmental differences and found the same results. These findings suggest that it is important to consider the level of self-efficacy and proximity of utility value in designing value intervention program.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.279-286
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• 2007

In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.510-517
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• 2006

This study investigated the influences of situational interest, attention, and cognitive effort on drawing as a method to assist students to connect and integrate multiple external representations provided in learning chemical concepts. Seventh graders (N=178) at two coed middle schools were taught about the "Boyle's Law" and the "Charles's Law" for two class hours through drawing. They observed macroscopic phenomena through demonstrations. After these observations, they drew their mental model from the external verbal representation, and then compared their drawings with external visual representation. The tests assessing situational interest, attention, cognitive effort, and conceptual understanding were administered as post-tests. Correlation and path analyses supported a causal model which situational interest had a positive direct effect on attention to the drawing. Attention led to conceptual understanding directly as well as through cognitive effort. These results suggest that situational interest may be induced by drawing first of all, and attention and cognitive effort may be direct causes of conceptual understanding in drawing. Educational implications are discussed.

• Journal of the Korean earth science society
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• v.39 no.6
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• pp.600-616
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• 2018

The purpose of this study was to explore how primary school students develop their interest in science. A survey questionnaire was used to investigate students' interest, change of their interest, and engagement in science related activities three times a year. 201 students of two primary schools in Seoul Metropolitan City initially participated in this study. A follow-up case study was conducted with students who showed an increased interest in science. Finally, seven students were chosen in the case study. They were asked to keep a photo journal for 12 weeks, and were interviewed in every other week by one of the researchers. Among these seven participants, two (TK and QQ) were chosen for analyzing their data in this case study because they showed positive changes in developing science interest throughout the study. The results of two participants' survey, photo-journal and interview were analyzed qualitatively. First, TK, whose science interest developed from situational interest II to individual interest I, engaged in doing experiments at home, doing mathematics activities, raising pets or plants, observing phenomena, and visiting informal educational centers. He tended to participate in hands-on activities by himself in out-of-school settings. Second, QQ who developed from situational interest I to situational interest II, engaged in taking pictures as a representative activity at home and school. He tended to participate in activities with either his father or one of the researchers. Both students showed personal characteristics such as doing place-based activities, interaction with others and activity subjectivity. The goal of TK's interactions with others on the various places was to develop in cognitive domain. On the contrary, QQ's goal of interactions with others was to develop in emotional communication. This study reported the cases of characteristics of students who developed their interests in science including activities in- and out-of-school settings and their accompanying people.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.209-213
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• 2000

흥미는 학습을 비롯한 여러 인지 과제 수행에 있어서 중요한 변인이 된다. 그러나 그 개념의 모호성이나 측정 가능성에 대한 문제 등으로 인해서 이에 대한 직접적인 연구가 부족한 것이 현실이다. 본 연구에서는 컴퓨터 게임의 상황에서 발생하는 흥미와 관련된 변인으로서 주관적 시간 지각과 flow 경험에 대한 설문을 통해서 흥미관련요인을 알아보고자 하였다. 게임에서의 흥미의 경험이 실제 시간보다 짧은 주관적 시간 지각의 왜곡으로 나타날 것이며 flow와 관계된 요인들이 결국 흥미 유발에 유의한 관련성이 있을 것이라고 기대되었다. 결과에 따르면 주관적 시간 지각이 흥미의 정도에 따라 차이가 있는 것으로 나타났으며, 도전감, 주의, 시간 왜곡감, 기술, 각성 등의 변인도 흥미와 관련된 것으로 나타났다. 또한 네트웍과 개인 조건에 따른 흥미와 시간의 왜곡감, 전략, 시간 지각의 차이도 역시 유의하였다.

• Archives of design research
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• v.19 no.2 s.64
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• pp.229-240
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• 2006

It is very important issue in information design to improve information efficiency by adapting interesting factors in changing circumstance of information communication. The concept of infotainment is utilized in designing information contents in a way of combining entertainment factors with information itself based on various media and representation technologies. The information arousing user's attention, which includes interesting factors, is persuasive message comppared to the informative message conveying only information itself. The reason why infotainment is persuasive is because it makes the user absorb deeply in the information during the process of understanding by sensorial stimuli, cognitive interest, and situational interest. The sensorial stimuli originates from the expression elements of information design. The cognitive interest from the user's intellectual activities has a try to overcome mental block when user confronts with the redundant expression in the manner of unexpectedness and inharmony. The situational interest originates from user's optimum experience by the flow of satisfaction. Therefore, the attribute of infotainment is defined with the stimuli, the redundancy, and user's satisfaction. Its design elements consist of physical factors, organizational factors, and psychological factors. The physical factors through sensorial stimuli are utilized by visual manipulation such as visual analogy or visual pun, multimedia, and moving expression. The organizational factors through redundant expression bring user's imagination by adapting storytelling, event, and interaction in the process of understanding information. The psychological factors through expression of entertainment interests such as humor, play, and game give users psychological satisfaction with the flow. In conclusion the concept of infotainment can be adapted when the design factors should be integrated with its attributes, or the conveying information should go well with its purpose and characteristics.