Individual interest as context in expository text and mathematical word problems

Contextualization in Perspective

“…There are also cases in which personalization can distract or mislead. Renninger, Ewen, and Lasher (2002) showed that when the domain is personalized to student's own interests, such as training dogs or ballet turnout, this can potentially limit strategies and mask a lack of knowledge. Part of learning in any domain is distinguishing between relevant and irrelevant information, the addition of extraneous information that might be confused for relevant information can easily increase demand (Muth, 1984).…”

Bio‐organic reaction animations (BioORA): Student performance, student perceptions, and instructor feedback

“…Our data indicate that Bio-ORA had some positive influence on students' intrinsic interest, attainment value, and perceived ability. These findings are important since perceptions, interest, and engagement influence attention, learning, achievement, and understanding (e.g., [19,21,23,24]) and perceived ability may predict some measures of college success [26]. Analysis revealed various features of BioORA found useful by instructors and students.…”

“…Research suggests that student perceptions are especially important when assessing teaching tools such as computer programs [16,17]. Perceptions influence interest, which in turn influences attention [18,19] and learning [20][21][22]. Additionally, student engagement has been found to directly affect achievement [23] and in-depth understanding [24].…”

New Pedagogies of Motivation: Reconstructing and Repositioning Motivational Constructs in the Design of Learning Technologies

“…Renninger (2006, 2011) have shown that interest is not fixed, but malleable, and often related to classroom learning: 'Teachers often think that students do or do not have interest, and might not recognize that they could make a significant contribution to the development of students' academic interest' (Hidi & Renninger, 2006, p. 111). Interest, too, can play a significant role in the level of learning that students are able to attain in given topic areas, largely because students' interests serve as contexts for learning (Alexander & Murphy, 1998;Renninger et al, 2002;Lipstein & Renninger, 2007).…”