Surprise and Computer-Mediated Learning: A Theoretical Model Based on a Darwinian Perspective

Abstract

This paper discusses a variety of empirical findings suggesting that surprise is positively related with enhanced memory recall. This opens the door for the assumption that surprising stimuli can be used in a controlled way to enhance learning. A predictive model based on a Darwinian interpretation of this phenomenon is proposed. The model is coined CLEBS, which stands for "computer-based learning enhanced by surprise". A discussion on how the model can be tested is provided in the context of a finance-oriented Web-based learning task, where subjects learn about investment instruments such as stocks and bonds. Important implications are discussed, including possible applications in a variety of areas of interest to organizations in general.