<p>State curiosity is positively associated with enhanced recall of task-specific information as well as incidental information. The current meta-analysis has integrated data from 47 independent studies using a multilevel random effects model to investigate the relationship between state curiosity and recall of task-specific and incidental information. The results show a moderate effect (<i>g</i> = 0.44) of high curiosity states on the recall of task-specific information and a small effect (<i>g</i> = 0.13) on the recall of incidental information. This effect is not moderated by factors such as schedule of recall, type of state curiosity, age groups, and duration of exposure to information. The meta-analysis results align with the following three hypotheses in curiosity research: a) state curiosity improves learning outcomes as a function of reward-based learning and recursive feedback loops shaped by prior knowledge, personal interest, and expectations of learning progress; b) state curiosity facilitates encoding and long-term consolidation of information; and c) state curiosity influences attentional and dopaminergic processes that may support incidental learning. This meta-analysis is the first to offer an integrative evaluation of age groups in the context of state curiosity and information recall. Additionally, it provides evidence that high curiosity state is associated with enhanced recall for delayed recall conditions. The findings of this article have implications in developing interventions for memory impairment, improving curiosity-based learning outcomes, and in priming students to increase learning in intrinsically motivated school environments.</p>