The concept of going down the Wiki rabbit hole when browsing for information online is a familiar experience for many people. A recent study conducted by the University of Pennsylvania explored the browsing habits of over 480,000 Wikipedia readers from 50 different countries. This research identified two main curiosity styles – the “busybody,” who seeks new and diverse information with no specific goal in mind, and the “hunter,” who is more focused on solving problems or filling knowledge gaps. The study also noted differences in browsing habits between countries with more education and gender equality compared to those with less equality.
The study, published in the journal Science Advances, indicated that countries with greater inequality tended to have individuals browsing with more intent, seeking closely related information. In contrast, countries with more equality had individuals browsing expansively, jumping between topics and collecting loosely connected information. The researchers speculated that patriarchal structures in countries with more inequality might influence knowledge acquisition habits to be more Hunter-like, whereas countries with greater equality are more open to diverse ideas, similar to the busybody style.
Further research led by a member of the team, David Lydon-Staley, explored Wikipedia browsing patterns in a study with participants in Philadelphia. This study confirmed the existence of the busybody and hunter curiosity styles and laid the groundwork for scaling up the research to analyze browsing habits across different languages and countries. The team also discovered a third curiosity style, the “dancer,” who creatively connects different domains of information to create new perspectives. Understanding these curiosity styles could help tailor educational experiences to better support individual learning paths.
The researchers are now focusing on exploring the factors influencing curiosity styles, including the role of biological processes in shaping how individuals seek information. The team is also interested in studying how individuals may browse differently at various times of the day and how these curiosity styles could impact AI systems learning from interactions. They aim to dive deeper into the motivations behind Wikipedia browsing, examining whether users are driven by extrinsic factors like work or intrinsic curiosity. Additionally, they plan to expand their analysis to other digital platforms where learning and exploration take place naturally.
Overall, this research sheds light on the diverse ways in which individuals engage with information online and how curiosity styles can vary across different countries and cultures. By understanding these nuances, educators and researchers can better support individual learning paths and tailor educational experiences to meet the needs of diverse learners. The team continues to explore the implications of their findings for AI systems and the role of curiosity in shaping online interactions beyond Wikipedia.