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Students' curiosity often seems nearly nonexistent in a lecture setting; wediscuss a variety of possible reasons for this, but it is the instructor whotypically poses questions while only a few students, usually the better ones,respond.  As we have developed and implemented the use of InkSurvey to collectreal-time formative assessment, we have discovered that it can serve in anunanticipated role: to promote curiosity in engineering physics undergraduates.Curiosity often motivates creative, innovative people. To encourage suchcuriosity, we solicit questions submitted real-time via InkSurvey andpen-enabled mobile devices (Tablet PCs) in response to interactive simulations(applets) run either before or in class. This provides students with practicein asking questions, increases metacognition, and serves as a rich springboardfrom which to introduce content and/or address misconceptions.  We describe the procedure for measuring curiosity and results from applyingthis method in a junior level electromagnetics engineering physics course. Weconclude that students are indeed more curious than they appear in class, andstudents participate even without extrinsic motivation. This method ofenhancing curiosity using interactive simulations coupled with real-timeformative assessment in response to open-format questions could be implementedin a wide variety of science and engineering courses as well as elsewhere.

Enhancing Curiosity Using Interactive Simulations Combined with  Real-Time Formative Assessment Facilitated by Open-Format Questions on Tablet  Computers