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Curiosity is the strong desire to learn or know more about something orsomeone. Since learning is often a social endeavor, social dynamics incollaborative learning may inevitably influence curiosity. There is a scarcityof research, however, focusing on how curiosity can be evoked in group learningcontexts. Inspired by a recently proposed theoretical framework thatarticulates an integrated socio-cognitive infrastructure of curiosity, in thiswork, we use data-driven approaches to identify fine-grained social scaffoldingof curiosity in child-child interaction, and propose how they can be used toelicit and maintain curiosity in technology-enhanced learning environments. Forexample, we discovered sequential patterns of multimodal behaviors across groupmembers and we describe those that maximize an individual's utility, orlikelihood, of demonstrating curiosity during open-ended problem-solving ingroup work. We also discovered, and describe here, behaviors that directly orin a mediated manner cause curiosity related conversational behaviors in theinteraction, with twice as many interpersonal causal influences compared tointrapersonal ones. We explain how these findings form a solid foundation fordeveloping curiosity-increasing learning technologies or even assisting a humancoach to induce curiosity among learners.

Curious Minds Wonder Alike: Studying Multimodal Behavioral Dynamics to Design Social Scaffolding of Curiosity