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The Four-Phase Model of Interest Development by Hidi and Renninger (2006) interpreted and illustrated by Beh.
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This research explores the role of individual interest in the adoption of mobile touch screen technologies by older adults (above 60 years of age), based on the Four-Phase Model of Interest Development by Hidi and Renninger (2006) and Self-Determination Theory (SDT) by Deci and Ryan (1985). A twelve-week study consisting of observations and intervi...
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Context 1
... findings of the study suggest that without a relationship between domain individual interest and technology interest, older adults do not tend to develop an interest in technology. On the other hand, when technology supported the domain interest of painting, older adults developed an interest in technology. The study also indicated that domain interest was associated with a sense of autonomy and ownership of technology. The learning of technology for its own sake or for the purpose of pleasing friends and relatives appeared to be associated with a low sense of autonomy. This research is encouraging in building an extended framework for the adoption of new technology such as mobile touch screen technology to support older adults’ interests. The findings from the study raise the question of the level of intervention required to motivate participants to develop their interests from phase one and two of situational interest and progress into phase three and four of individual interest. An investigation of motivation literature led the researchers to a collection of different motivation models and consequently they incorporated into their conceptual framework a second existing model – Self-Determination Theory (SDT) developed by Deci and Ryan (see Figure 2). We propose that SDT could act as a bridge between situational interest and individual interest in the Four- Phase Model of Interest Development, and tentatively named our proposed combined models as the Interest- Bridge Model (Figure 2). The current SDT model consisted of the following three elements – (a) autonomy, (b) competence and (c) relatedness. Based on manual extractions of keywords obtained from interviews with teachers and participants, observations of four older adults’ activity classes and background questionnaires, the three existing elements of the SDT model does not seem appropriate towards the role of learning in mobile touch screen technologies for older adults. We therefore propose to change two of the existing elements of the current SDT model in order to cater towards older adults. We suggest to replace competence by self-confidence and relatedness by life-satisfaction (refer to Figure 3). Autonomy promotes self-valuing. Self-confidence means being valued as an individual and part of a local community. Life-satisfaction expands on fulfilment of purposes, use and sharing of interests, existing knowledge, life experiences and providing peer- support to one another. This research focuses on the development of a promising theory on interest development in using new technologies by older adults. The next stage of this research will investigate ways in which older adults can be encouraged to move to higher levels of interest in the Four-Phase Model of Interest Development (Figure 1). The researchers plan to carry out a long-term study on employing their proposed Interest-Bridge Model (Figure 2) into running workshops teaching based on interest. The study will find out how the proposed model will help older adults with take-up of mobile touch screen technologies through their domain interests and the level of engagement required to enhance their learning experience. The roles of technology, interest in the uptake and long-term engagement of activities involving mobile touch screen technologies will be explored with groups of older adults using iPads to enhance established individual interests. This will also investigate whether well- developed interest in mobile touch screen ...
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... to provide technologies that are easy to learn, but also to consider the specific interests of older adults in order to facilitate a successful learning environment and make use of learning capabilities of older adults. Also a study by Waycott et al. (2012) shows that older adults need to see a purpose in using a technology in order to engage with it. The topic of interest in learning appeared more than one hundred years ago (Herbart, 1891; Dewey, 1910). After this initial appearance, it was encountered infrequently until the 1980s when it entered the field of educational psychology (Silvia, 2006). At present, research in interest is mainly associated with early learning and adolescence within a school environment of academic subjects such as sciences (Tapola et al., 2013), including physics (Lavonen et al., 2005), biology (Hagay et al., 2013) and mathematics (Wang, 2012) and languages (Tin, 2013). This concept has been rarely used for older adults. Interest constitutes the main theoretical concept of this research and is discussed in greater detail in this section. What is interest? Is it an emotion, a feeling or an affect? Is it considered positive or negative? Fredrickson (1998) has argued that interest is a positive emotion (in Silvia, 2006). Other theorists such as Renninger and Hidi (2011) do not consider interest as an emotion but rather as a feeling or affect. The development of interest based on individuals is complex, because people differ in levels and stabilities of their interests as interests may change (Hagay et al., 2013). This is usually determined by individuals’ experiences and prior knowledge. Furthermore, their levels of interest could either be considered deep or limited, depending on their initial interest and whether it develops over a certain period of time (Harackiewicz et al., 2008). There are also factors that contribute to the effects of individuals’ develop ment of interest, such as environment, culture and languages (Hagay et al., 2013). Within motivational concepts, interest has been distinguished as an important motivational variable (Tin, 2013). This is because it plays an important role in enhancing indi viduals’ learning experiences (Hagay et al., 2013). Interest is recognised by some as a drive to motivate individuals to put in effort to overcome obstacles that come with pursuing of tasks that are associated with deep learning (Tin, 2013) and expanding o f one’s existing knowledge (Ainley, 1998). Interest is further separated into situational interest and individual interest (Hidi and Renninger, 2006). Individual interest is associated with intrinsic motivation because it is considered a stable predisposition, content-specific (Hidi and Renninger, 2006) as it develops over time (Tin, 2013), through the interaction between an individual and his or her object of interest (Tin, 2013). Situational interest is fleeting , once triggered, it could either be maintained or disappear altogether (Hidi and Renninger, 2006). Ainley et al., (2002) have suggested that situational interest is usually associated with individuals who do not have any specific pre-existing individual interests. According to Hidi and Renninger (2006), there is a misconception that situational interest cannot be developed if it is non- existent. On the contrary, it could actually be nurtured over a period of time. Individual interest could be referred to as personal interest (Hidi and Renninger, 2006), which resides in individuals and is considered relatively stable, which indicates that individuals are able to re-engage with contents after a certain time (Hidi and Renninger, 2006). While individuals engage in a particular activity, they will expand their knowledge of that activity (Ainley et al., 2002). Situational interest is associated with support from the environment and may or may not last over time (Hidi and Renninger, 2006). According to Tin (2013), situational interest acts as a bridge in order to develop more stable individual interests. Despite older adults’ willingness to learn how to use a computer, they are usually faced with difficulties such as understanding technical terms, remembering steps to perform a task and using technology (Sayago and Blat, 2011). Importantly, older adults do not necessarily gain the support required to help with their learning of technology. Carroll et al. (2012) have suggested that if a learning model is both engaging and attainable, it has the potential to keep older adults interested and motivated in learning technology. Hence it is relevant to understand interest development in more detail. The Four-Phase Model of Interest Development developed by Hidi and Renninger (2006) (Figure 1) extends and expands on their earlier three-phase model published in 2002 (Krapp). The Four-Phase Model of Interest Development consists of the following – (a) phase one – triggered situational interest, (b) phase two – maintained situational interest, (c) phase three – emerging individual interest and (d) phase four – well-developed individual interest. Hidi and Renninger (2011) have suggested that triggered situational interest could be sparked by either environmental or textual features, as a psychological state resulting from short-term changes in both affective and cognitive processing. Maintained situational interest is described as subsequent to a triggered state. It typically occurs over an extended period of time, reoccurs persistently and involves focussed attention (Hidi and Renninger, 2011). In maintained situational interest, learners are drawn to understand more about particular content, and are inclined to ask questions about it, thus marking a shift in phase of interest (Renninger and Su, 2011). Emerging individual interest refers to the beginning phases of an enduring predisposition indicated by seeking repeated engagement with particular content over time. Well-developed individual interest is defined as showing a relatively enduring predisposition toward engaging with the particular content over time (Hidi and Renninger, 2006). Renninger and Su (2011) reported ...
Citations
... For example, Jansen et al. (2016) reported that once developed, interest predicted ninth-grade students' (N = 39,192) achievement across 5 subject areas (biology, chemistry, German, math, and physics). Comparable findings have been reported in studies of young children's literacy (McTigue et al., 2019) , middle school students' work with writing (Lipstein & Renninger, 2007), undergraduate students' interest in biology (Knekta et al., 2020), and adults' computer literacy (Beh et al., 2015), as well as in out-of-school settings ranging from connected learning in massive online games (MOOCS; Ito et al., 2019), to involvement in Do-it-Yourself activity (Barron et al., 2014), computing science workshops (Lakanen & Isomöttönen, 2018), and museum exhibits (Lewalter et al., 2014). ...
Educators have a critical stake in supporting the development of interest—as the presence of interest benefits sustained engagement and learning. Neuroscientific research has shown that interest is distinct from, but overlapping with, self-related information processing, the personally relevant connections that a learner makes to content (e.g., mathematics). We propose that consideration of self-related information processing is critical for encouraging interest development in at least two ways. First, support for learners to make self-related connections to content may provide a basis for the triggering of their interest. Triggered interest encourages individuals to search for more information, and to persevere in understanding material that otherwise might feel meaningless. Second, for learners who already have an initial interest in the content, self-related connections can further promote the deepening of interest through sustained engagement and information search. Background regarding both interest and self-related information processing is provided, and implications for practice are suggested.
... Moreover, Beh et al. (2015) applied 4PM to technology learning with older adults as the target group and proposed self-determination theory as a bridge from situational interest to individual interest. Their specific focus was touch screen technology and its effects on the users' interest. ...
This longitudinal study investigates the impact of an extra-curricular programming workshop in student interest development in computer science. The workshop was targeted at 12-18-year old youngsters. A survey was sent to all previous participants with a known home address; 31.5% responded the survey (n = 197). This data was then combined with pre-workshop survey data, and analyzed with mixed methods. Positive development of interest was discovered for 57% of the respondents, of which nearly all attributed their interest increase to the workshop at least partly (92%). Qualitative inspection revealed that the workshop provided three anchors that facilitated students' reengagement with programming and development of interest: disciplinary content, a concrete artifact built by students themselves, and tools. Neutral development and interest regress were also discovered, though the impact of the workshop on these interest trajectories remains unclear.
... We updated the elements in the Bridge, autonomy remained, while self-confidence replaced competence and relatedness was substituted by life-satisfaction. Interest or the desire to know about something or relevance to a need or a passion is a main driver in technology adoption for older adults and our Interest-Bridge Model (Figure 2) (Beh et al, 2016;2015) is helping to address this gap. ...
... The Four-Phase Model of Interest Development byHidi and Renninger (2006) interpreted and illustrated byBeh et al. (2015).The Four-Phase Model of Interest DevelopmentThe Four-Phase Model of Interest Development consists of the following: (1) phase one: triggered situational interest, (2) maintained situational interest, (3) emerging individual interest and (4) well-developed individual interest. Triggered Situational Interest in phase one ...
... Interest-Bridge Model byBeh et al. (2015;2016). ...
There are many misconceptions about older adults' capabilities and aspirations, and especially their attitudes and approach towards technology. They are often misunderstood and seen as uninterested and unmotivated to engage with use of technology. Due to an absence of an “interest” framework for older adults to learn mobile touch screen technologies, this chapter investigates the role that pre-existing interests play in older adults' adoption of technology. Can a curriculum guided only by pre-existing interests of older adults, rather than a structured curriculum have a positive influence on its adoption for mobile touch screen technologies? The results show that when older adults are taught according to requests based on their pre-existing interests, it encouraged long-term adoption of technology including building up their confidence in usage of mobile touch screen technologies.
Mounting evidence demonstrates that the presence of interest is foundational for both motivation and continued engagement. Interest describes the ways that individuals engage with activities or content (e.g., mathematics, music); it refers to both the psychological state during engagement, as well as the motivation to reengage. In this article, we describe updates to the four-phase model of interest development (Hidi & Renninger, 2006), which depicts interest as evolving through phases that are coordinated with other variables such as goals, self-efficacy, and self-regulation. We review studies that provide details about sociocultural influences, the physiological basis of interest, the relation of interest to curiosity and to intrinsic and extrinsic motivation, and the approach of the four-phase model in relation to situated expectancy-value theory and to studies of vocational and occupational interests. We then consider the relation of the four-phase model to goals, self-efficacy, and self-regulation, and suggest clear benefits of examining interest along with these variables. Finally, we conclude that research on interest underscores the critical importance of leveraging its power for the motivation and engagement of all learners.
Through documenting, preserving, and making local heritage accessible, digital cataloguing offers community archives significant potential benefits. But undertaking digital cataloguing in this context is not without challenges. Community archives depend on intermittent funding, have restricted access to digital connectivity and devices, and rely on elderly volunteers who often lack the digital skills required. Following Thomas and colleagues’ digital inclusion framework, which considers the capacity for accessing, affording, and having the digital abilities to ‘use online technologies effectively’ (Thomas J, Barraket J, Wilson C K, Holcombe-James I, Kennedy J, Rennie E, Ewing S, MacDonald T (2020) Measuring Australia’s digital divide: the Australian Digital Inclusion Index 2020. RMIT and Swinburne University of Technology, Melbourne, for Telstra, p 8), community archives can be considered digitally excluded. Through an ethnographic study of one community archive’s use of Victorian Collections, an Australian digital cataloguing platform, this article examines the impact of digital exclusion on digital cataloguing outcomes via metrics of quantity and quality. These indicate limited cataloguing outcomes, with community collections obscured, rather than revealed. But these metrics disregard the opportunities for enhancing individual and archival digital inclusion that learning how, and continuing, to digitally catalogue present. By tracing one elderly volunteer’s journey from digitally excluded non-user to capable cataloguer, I show how digital cataloguing offered an opportunity for enhancing this individual’s digital inclusion, simultaneously improving that of the archive. In considering these unintended opportunities, this article contributes to our understanding of how digital exclusion impacts the digitisation of cultural heritage, and offers scope for determining how the process and practice of digital cataloguing itself can present opportunities for inclusion at the individual and archival level.
Aged care providers and researchers are increasingly exploring the use of communication technologies to help older people remain connected to the world as they age. These initiatives often aim to counteract the negative effects of social isolation, thereby aiming to compensate for deficiencies associated with old age, rather than aiming to build on and enrich the social connections that people find valuable in later life. In this chapter, we present a framework that aims to inform the design of technologies for enriching older people’s social lives. Drawing on research from the field of social gerontology that provides insight into the multiple ways older adults experience social connection and isolation, the framework describes three interrelated dimensions that characterise the experience of social connection in later life: (i) personal relationships, (ii) community connections, and (iii) societal engagement. A person may experience inadequacies in one or more of these dimensions, to varying degrees and intensity. However, enrichment in one dimension could potentially compensate for a sense of disconnection in other dimensions. We argue that this conceptualisation of social connection in later life is useful for informing the design of technology-based interventions. We illustrate how information and communication technologies (ICTs) can be designed and used to enrich the three different kinds of social connections by drawing on examples from the human–computer interaction literature that have demonstrated the value of new technologies for enriching different dimensions of social connectedness in later life.