IDC theory: interest and the interest loop

Lung Hsiang Wong*, Tak Wai Chan, Wenli Chen, Chee Kit Looi, Zhi Hong Chen, Calvin C.Y. Liao, Ronnel B. King, Su Luan Wong

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

31 Citations (Scopus)


Numerous studies have shown that learning is enhanced when students show interest in the subject matter. However, educators continue to grapple with the challenges, or simply do not recognize their potential roles, in the development of students’ academic interest and interest in learning in general. This conceptual paper is written under the auspices of the interest-driven creator (IDC) initiative, a theoretical synthesis effort carried out by a group of educational researchers in Asia. The intention is to co-construct a holistic developmental/design framework to guide the students in fostering their learning interests, capabilities in creation, and learning habits—the three anchored concepts of IDC theory. This paper focuses on delineating a three-component “interest loop” to guide the design of a coherent learning process that encompasses a series of learning tasks. The three components are triggering interest, immersing interest, and extending interest. Underpinned by the rich literature on interest development, we will propose suitable design strategies for each of the three components, namely, curiosity, flow, and meaningfulness, respectively. We will then explicate their respective design considerations/principles to maximize the intended effects.

Original languageEnglish
Article number3
JournalResearch and Practice in Technology Enhanced Learning
Issue number1
Publication statusPublished - 2020 Dec 1


  • Conceptual paper
  • Curiosity
  • Flow
  • Interest development
  • Interest-driven creator (IDC) theory
  • Meaningfulness

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Media Technology
  • Management of Technology and Innovation


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