October 1st, 2012 | RESEARCH
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.
Document
PattisonEtAl2012_ComputerGuide_PreProof.pdf
Team Members
Oregon Museum of Science and Industry, ContributorScott Pattison, 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
Identifier Type: DOI
Identifier: 10.1080/10645578.2012.715010
Publication: Visitor Studies
Volume: 15
Number: 2
Page(s): 171
Funders
Funding Source: NSF
Funding Program: ISE/AISL
Award Number: DRL-0714634
Tags
Audience: Families
Discipline: Mathematics | Social science and psychology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Games | Simulations | Interactives | Media and Technology | Museum and Science Center Exhibits