The role of curiosity triggers and features in digital literacy training

Abstract

Curiosity and interest may drive engagement in digital literacy programs and contribute to overcoming digital inequalities. Curiosity triggers and features influenced digital literacy training of vulnerable groups of older adults, children from low-income families, and individuals with hearing impairments in Lithuania. A theoretical framework combining psychological and social perspectives helped to observe the phases of interest development and explore factors influencing the transformation of situational curiosity into sustained interest. Qualitative content analysis of data from graphic questionnaires, focus groups, and interviews with participants and trainers revealed that curiosity triggers, including novelty and surprise, fostered engagement, while physical and epistemic curiosity modes played key roles. The study highlights the value of perceived utility in sustaining interest. The results inform instructional design, emphasizing the importance of appealing objects, resources, and social support in promoting digital inclusion and fostering long-term interest in digital technologies for vulnerable populations.