“Was that interesting?” & “Does it matter?”: The implications of on-task learning experiences

Interest is a critical fuel for and outcome of learning. Building on refocusing the Four-Phase Model interest development, this study provides window into ecology learning experience it generates. This research uses novel mobile assessment platform to test experiences in three university courses (Organic chemistry, biochemistry, introduction physics non-majors) pilots micro-analytic approach capturing these during lectures/tutorials. Students' tasks, single class, domain were collected with short surveys through an online immediately following task experiences. Latent variance-based modelling suggested strong forward connections between most tasks. The prior knowledge future course tasks varied strongly dependent nature nuance their implications are discussed.