Azilawati Jamaludin

Assessing student learning outcomes has been an integral and central component of schools and academic institutions, both as a measure of how well the school is performing and how well individual students are progressing. However, standardised tests might not be able to fully capture holistic aspects of learning such as self-regulatory competencies, motivation and interest. The Structure of Observed Learning Outcomes (SOLO) taxonomy has been used to examine the quality of learning outcomes. Based on findings from the current study in a STEM-based learning curriculum, a new model, the Structure of Observed Learning and Interest Outcomes (SOLIO) taxonomy, is proposed to capture student interest development as well as learning outcomes for a more holistic assessment of learning.

Motivation is an interdisciplinary concept which encompasses various theories, concepts and frameworks. This paper aims to bring various motivational theories together, with interest development at its core, to develop a more streamlined framework of interest development. Interest is believed to play a vital role in student learning, and this “Growth cycle of interest” framework aims to provide a deeper understanding of interest development in the context of education. This paper begins with a brief overview of major motivational theories, synthesising them into the Growth Cycle of Interest framework, which is then exemplified through case studies.

Interest is an essential motivational component that plays a significant role in learning. It is therefore important to have a better understanding of how interest is triggered for it to develop into a more developed and productive form of interest. Most studies of interest have historically relied on self-report measures, with participants being unable to provide a full and accurate reporting on the triggering process of interest. This is because triggers of interest are characteristically unexpected and fleeting. It has therefore been suggested to use observational studies to collect richer and more detailed data on the triggering process of interest. This paper investigates how interest is triggered using observational methods from a case study analysis of data collected from a 10-week coding programme coupled with the use of psychophysiological measures as a novel measure of triggered interest. Findings together with implications and future research are discussed.

Interest plays a critical role in learning and development. It is able to compel students toward short term exploration, motivating them toward the pursuit of future goals, as well as leading to the development of knowledge and cognitive abilities. Interest also enables students to rise above perceived restrictions and limitations to achieve their goals. Interest therefore plays a significant role in learning and development. Currently, most of the extant research on interest has been typically done using self-report surveys or by observations, which may be somewhat subjective in nature. This study therefore aims to further deepen our understanding of the value of interest on learning, and more importantly, suggests a novel method of tracing interest development over time. An alternative measure of interest through the use of neuro-physiological markers is suggested, with examples based on two case studies out of a class of 22 students. The Empatica E4 wristband was used to collect electrodermal activity (EDA) data to capture instances of triggered interest during a 10-week curriculum, which were triangulated with behavioral observations. The study found that EDA is a possible measure for recording and tracing interest development in students, providing a more nuanced and objective measure of interest development.