This research examined the role of format in learning from the GS film, Amazon Adventure. Funded by the National Science Foundation (NSF), Amazon Adventure is an Innovations in Development project directed by Pacific Science Center in partnership with SK Films; Rutgers, The State University of New Jersey; Embodied Games; and the Howard Hughes Medical Institute’s Tangled Bank Studios. The project deliverables produced during the grant period included a giant screen film, live stage presentation for use at informal science education (ISE) institutions, and educational resources.
As part of the NSF funding for Amazon Adventure, the project supported both external research and evaluation studies of the film. This report focuses on the research component of the grant, specifically the traditional paper assessment of participants pre and post responses to the film: engagement (presence/immersion) science knowledge and nature of science, science identity, and knowledge of natural selection as a mechanism of evolution. Given the lack of empirical research on the impact of learning specifically focused on the different giant screen film formats, this study used Amazon Adventure to provide baseline information on the learning potential of the giant screen formats compared to both a small screen version of the film, and a classroom lesson using the same content as the film.
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