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Testing the Impact of a Computer Guide on Visitor Learning Behaviors at an Interactive Exhibit

October 1, 2012 | Media and Technology, Exhibitions
There is a recognized need to rigorously examine the efficacy of approaches to supporting informal learning. In this study, we used a 2 × 2 factorial experimental design to test the impact of a computer guide on 3 proximal measures of visitor learning at an interactive math exhibit. In total, 128 families were systematically assigned to engage with the exhibit either with or without access to a supplementary computer kiosk. Visitor groups with access to the computer spent longer, on average, at the exhibit and engaged in more mathematical behaviors compared to other groups. However, based on interviews, visitors with access to the computer were less likely to fully articulate the mathematical relations in the exhibit. These results suggest that although computer guides are a promising approach to supporting visitor engagement, they may, unless carefully designed, undermine other learning outcomes.

TEAM MEMBERS

  • Oregon Museum of Science and Industry
    Contributor
  • 2013 06 21 IMG 0768
    Author
    Oregon Museum of Science and Industry
  • Scott Ewing
    Author
    Oregon Museum of Science and Industry
  • Angela Frey
    Author
    Oregon Museum of Science and Industry
  • Citation

    DOI : 10.1080/10645578.2012.715010
    Publication Name: Visitor Studies
    Volume: 15
    Number: 2
    Page Number: 171

    Funders

    NSF
    Funding Program: ISE/AISL
    Award Number: DRL-0714634
    Resource Type: Peer-reviewed article
    Discipline: Mathematics | Social science and psychology
    Audience: Families
    Environment Type: Media and Technology | Games, Simulations, and Interactives | Exhibitions | Museum and Science Center Exhibits

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