Fading Curiosity: The Longitudinal Trajectory of State Epistemic Curiosity and the Associations with Information-knowledge Gaps and Exploration in Complex Skill Learning

Abstract

Fading curiosity results in missed opportunities for individuals, organizations, and educators in creativity, exploration, and performance. The primary purpose of my dissertation was to test fundamental assumptions about the longitudinal trajectory of state epistemic curiosity to provide a foundation for theoretical advancements and practical applications. Decreases in curiosity should occur as individuals progress through stages of learning, master complexity with task demands, and resolve gaps in understanding. The secondary purpose was to examine the within-person relationships between state epistemic curiosity and relevant time-varying variables, specifically information-knowledge gaps and task exploration. To accomplish these purposes, I used existing data from a laboratory study of 618 college students learning to perform a fast-paced, dynamic computer game that has been utilized in past research on complex skill learning with a surprise increase in task complexity (e.g., Hughes et al., 2013; Hardy et al., 2014, 2019b, 2024; Huck et al., 2020). Self-reports of state general curiosity as well as interest and deprivation aspects were measured with single-item scales. Results showed a decline in curiosity across skill acquisition (i.e., pre-change session scores), mixed results across transition adaptation (i.e., immediate post-change session scores), and a decrease across reacquisition adaptation (i.e., subsequent post-change session scores). Information-knowledge gaps and positive activating emotions were important predictors of curiosity at both the between- and within-person levels. State epistemic curiosity was an important predictor for exploration both at the between- and at the within-person levels. The results highlight the importance of continued research on fading curiosity in learning contexts.