In the context of this project, a collaborative multi-touch table game is being developed for schools and museum education. Learners navigate through virtual spaces by using GPT-generated sentences or original sentences by an author, e.g. Kafka, as a "literary fingerprint" to progress and thereby learn something about an author's writing style. A dissertation is investigating the means by which such a game can generate curiosity and whether this has a beneficial effect on learning. The first step is to investigate the extent to which players acquire both explicit (declarative) and implicit knowledge about an author's literary style through the game. Furthermore, it will be analyzed whether and to what extent the game arouses curiosity – specifically, whether an authentic interest in the learning content is aroused or whether it merely serves as a means to an end – winning the game. Subsequent studies will examine which specific features or game elements – for example, a narrative or the option of group play as opposed to solo play – generate or intensify curiosity and what effects this has on the learning process. The educational content of the game will be developed in cooperation with the Center for Didactic Computer Game Research at the PH Freiburg and the German Literature Archive Marbach.