You are here:

Curiosity as a Personality Variable Influencing Learning in a Learner Controlled Lesson with and without Advisement
ARTICLE

Educational Technology Research and Development Volume 42, Number 1, ISSN 1042-1629

Abstract

Describes a study that investigated the effect of curiosity on learning art education facts and concepts by first and second graders in computer-based interactive learner-controlled environments with and without advisement. Results are compared with a previous study on learner control and advisement, and implications for instructional design are suggested. (Contains 30 references.) (LRW)

Citation

Arnone, M.P. (1994). Curiosity as a Personality Variable Influencing Learning in a Learner Controlled Lesson with and without Advisement. Educational Technology Research and Development, 42(1), 5-20. Retrieved December 5, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.