Recent years have seen a growing interest in investigating visitor engagement in science museums with multimodal learning analytics. Visitor engagement is a multidimensional process that unfolds temporally over the course of a museum visit. In this paper, we introduce a multimodal trajectory analysis framework for modeling visitor engagement with an interactive science exhibit for environmental sustainability.
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TEAM MEMBERS:
Andrew EmersonNathan HendersonWookhee MinJonathan RoweJames MinogueJames Lester
resourceresearchMuseum and Science Center Exhibits
In this paper, we introduce a Bayesian hierarchical modeling framework for predicting learner engagement with Future Worlds, a tabletop science exhibit for environmental sustainability.
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TEAM MEMBERS:
Andrew EmersonNathan HendersonJonathan RoweWookhee MinSeung LeeJames MinogueJames Lester
resourceresearchMuseum and Science Center Exhibits
In this paper, we investigate bias detection and mitigation techniques to address issues of
algorithmic fairness in multimodal models of museum visitor visual attention.
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TEAM MEMBERS:
Halim AcostaNathan HendersonJonathan RoweWookhee MinJames MinogueJames Lester
resourceresearchMuseum and Science Center Exhibits
The Museum of Science, Boston and Boston University received funding from the National Science Foundation to develop and implement a pilot program mentoring high school students in science research, communication, and education practices, through the lens of experimental psychology research.
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TEAM MEMBERS:
Katie ToddIan Chandler-CampbellRachel Fyler
Informal physics programs are understudied partly due to the broad spectrum of program structures and wide variety of activities. Moreover, the program facilitators hold diverse positions - faculty members at universities, staff members of national labs, and student leaders. In this study, we conduct an in-depth analysis of surveys and interviews from a subset of a national data set. Our goal is to develop and validate a practitioner-focused model of the key organizational components of informal physics programs. Based on the model of The Physics Teacher Education Program Analysis (PTEPA), we
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TEAM MEMBERS:
Dena IzadiBryan StanleyLily Boydclaudia fracchiollaKathleen Hinko
Presentation slides and narration for the NARST 2022 Annual Conference. In this presentation we summarize findings from our interviewed with undergraduate STEM majors who identify as Latine, homing in on the ways in which they characterize "STEM" and "STEM people" and their descriptions of K-12 experiences that contributed to their characterizations of these concepts.
This presentation "Revealing Impacts: How does one long-term, statewide field trip program influence a community's learning ecosystem?" was shared as showcase at the 2021 Connected Learning Summit (https://app.clowdr.org/conference/clsummit2021/) held virtually from July 7-30, 2021.
In the showcase session, we shared details of an NSF funded collaborative project between the Gulf of Maine Research Institute, Oregon State University and TERC to understand how a longstanding, statewide field trip program, LabVenture, influences a community’s learning ecosystem. The project uses the construct
Presentation slides from the session "Social Science Research Collaboration: Advance the field and your Organization" shared at the 2020 AZA Annual Conference (Virtual).
This paper discusses findings from the use of the Wise Guys and Gals (WGG) Observation of WGG Youth Protocol in a blended learning environment. The protocol was used to assess youth engagement when completing blended engineering design challenges at two Boys and Girls Clubs. WGG is a project funded through a grant from the National Science Foundation and which brings blended learning design challenges to middle school aged learners in informal STEM (science, technology, engineering, and mathematics) settings. This paper explores the feasibility of using the observation protocol to collect data