There is a growing body of research on the learning occurring in interactive environments. It covers fully interactive spaces, single exhibits or activities that include an interactive element. The ‘participatory museum movement’ gained momentum in North America and Western Europe in the 1980s. As a result, many interactive centres (mainly science) were developed. The ‘participatory museum movement’ presented a new approach to learning in which visitors are viewed more as active learners than passive recipients of the museum’s message. Hands-on museums now come in every form and size. There are museums where hands-on exhibitions or exhibits are incorporated into existing exhibitions. There are also museums where hands-on exhibits are the single means of communication with visitors. The following studies include examples of both. The vast majority of these studies were carried out in science museums or centres. Research studies carried out in interactive exhibitions can also be found in other sections of this research digest.
Adams, M. (1998) Formative Evaluation: Interface Testing of the ‘Art of Looking’ Interactive Multimedia Computer Application for the Dallas Museum of Art, Institute for Learning Innovation, Annapolis, MD, available online: http://www.ilinet.org/understanding/dmasummative.html.
A high level of exploration and learning in social groups was observed among fifth-grade students at the ‘Art of Looking’ exhibit. Students particularly enjoyed the opportunity to explore the system together with their peers and teachers. The exhibit is an interactive multimedia computer designed to familiarise students with the Dallas Museum of Art. Users found the activities attractive and absorbing and felt encouraged to work co-operatively in order to respond to the challenges. Students believed that the programme enhanced their ability to think and look at art closely, which gave them a sense of achievement and mastery.
A summary of the study is available on the Institute of Learning Innovation web site: http://www.ilinet.org/.
Adams, M. (1999) Summative Evaluation:Art Learning CenterArt Sparks Interactive Gallery, Speed Art Museum, Luisville, KY, Institute for Learning Innovation, Annapolis, MD. Available online: http://www.ilinet.org/understanding/speedsummary.html.
A less structured learning environment seemed to increase visitors’ understanding of the exhibition. It also encouraged the use of space and the activities within it in imaginative new ways. The social aspect of their experience was meaningful and rewarding allowing for personal associations and for sharing experiences with other family members. Many parents seemed to associate this aspect of their visit with good parenting. The study was carried out at the Art Learning Center at the Speed Art Museum in Louisville, Kentucky. The Center aimed to assist family visitors in constructing their own meaning out of the experience and making personal associations. The methodology employed followed the philosophy of the exhibition development team. Visitors were asked to write or draw their expectations of visiting the centre and were asked to give their impressions again after their visit following the same procedure.
Anderson, D., Hilke, D.D., Kramer, R., Abrams, C. & Dierking, L. (1997) How Things Fly, National Air and Space Museum, Summative Evaluation Research Report, Institute for Learning Innovation, Annapolis, MD.
Family groups seemed to invest more time in the ‘How Things Fly’ exhibition at the National Air and Space Museum of the Smithsonian Institution in Washington, DC. This is the first fully interactive exhibition at the Smithsonian. Visitors found the exhibits engaging and accessible and most said that they had learned about the principles of flight, which was the main objective of the exhibition.
A summary of the study is available on the Institute of Learning Innovation web site: http://www.ilinet.org/
Blud, L. (1990a) ‘Social Interaction and Learning Among Family Groups Visiting a Museum’, Museum Management and Curatorship, 9, 43-51.
Blud found that interactive exhibits were more successful in stimulating a constructive exchange between parent and child than static exhibits. Children’s understanding of concepts presented by the exhibits appeared to have been aided by the social interaction between parent and child. This happened regardless of the accompanying adult’s scientific skills. The study was carried out at the Science Museum in London. The study also explored gender-specific behaviour and the related results have been presented in the following article.
Copies of the Museum Management and Curatorship are available in many UK libraries or can be ordered through an inter-library loan.
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Blud, L. (1990b) ‘Sons and Daughters: Observations on the Way Families Interact during a Museum Visit’, Museum Management and Curatorship, 9, Butterworth & Co (Publishers) Ltd, 257-264.
Blud suggests that family interaction and gender-specific behaviour may be affected more strongly by specific exhibits than by the composition of family groups. Fully interactive exhibits seemed to stimulate much more debate and argument than push-button or static exhibits. This type of discussion is seen as very important as it is assumed to be more successful in stimulating learning by creating socio-cognitive conflict processes. Gender-specific behaviour varied according to the exhibit observed. At the fully interactive exhibit both fathers and mothers tended to favour girls rather than boys. At the push-button exhibit fathers interacted more with daughters while mothers interacted more with sons. Finally, at the static exhibit parents’ attention was equally divided between their daughters and sons.
Copies of the Museum Management and Curatorship are available in many UK libraries or can be ordered through an inter-library loan.
Doering, Z.D. et al, (1994) From Reptile Houses to Reptile Discovery Centers: A Study of the Reptile Discovery Centers Project at the National Zoological Park, Zoo Atlanta and the Dallas Zoo, Report 94-4, Institutional Studies, Smithsonian Institution, Washington, DC.
Adding interactive exhibit extensions to existing exhibits on reptiles increased the overall time visitors spent in the exhibition and affected their ability to give an accurate description of the reptiles. There is also evidence that the interactive exhibit extensions encouraged direct involvement. For example, family groups in the new exhibition were more involved in finding answers, discussing and trying activities than families who had visited the old reptile exhibition. This study was carried out at the National Zoological Park in Washington, DC, the Dallas Zoo and Zoo Atlanta.
This study is available at the Smithsonian Institution Libraries. Copies can be ordered by writing to Smithsonian Institution Libraries, Museum Reference Center, A & I Building, Room 2235, Washington, DC 20560, USA. More information is available on line at: http://www.sil.si.edu/newstart.htm.
Feher, E. (1990) ‘Interactive Museum Exhibits as Tools for Learning: Explorations with Light’, International Journal of Science Education, vol. 12, no. 1, 35-49.
Feher studied the prediction models that students use in relation to light and vision. She suggests that these preconceptions shape their interpretation of the phenomena and thus have to be taken into account when designing exhibits and education programmes. Interactive exhibits at a science centre provide students with opportunities to experiment with and explore the phenomena presented. But more importantly, they can construct and test their own interpretations of them. This can be achieved by providing multiple related exhibits with which users can validate or confront their interpretations. Differentiation according to gender was also apparent at different exhibits.
Copies of the International Journal of Science Education are available in many UK libraries or can be ordered through an inter-library loan.
Goodman, I.F. & Rylander, K. (1993) An Evaluation of Children’s Participation in the Hands-On Science Outreach Program, Report prepared by Sierra Research Associates for Hands-On Science Outreach, Inc., Rockville, MD, USA.
This study highlighted the role adults play in children’s gains in content knowledge and general experience with science. Children participating in the community-based after-school Hands-On Science Outreach (HOSO) programme seemed to improve their understanding and attitude towards science. This outcome largely depended on the adult leaders of the programme and the techniques they used to facilitate learning. These techniques included providing encouragement, using appropriate leading styles, being well prepared and organised and enjoying leading the programme. These techniques encouraged children’s involvement, verbal participation, enjoyment, understanding and recall of concepts.
Requests for copies of the study to: E-mail: hoso@radix.net or Fax: 001 301 929 2334.
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Hilke, D.D. & Balling, J. (1985) The Family as a Learning System: An Observational Study of Families in Museums, Smithsonian Institution Press, Washington DC, USA.
The study was carried out in two different galleries in a large metropolitan museum of natural history: a traditional and a hands-on gallery. The two settings seemed to influence the particular mix of personal and co-operative strategies among family members. Families seemed to adapt their strategies to the learning opportunities offered by these two settings. Given that families preferred to acquire information first-hand, hands-on interactions with the exhibits were highly valued. On the other hand, families in the traditional gallery used alternative strategies to acquire information. They used a ‘move-on-looking’ acquisition strategy which allowed them to enhance learning by exploring a greater number of exhibits. Furthermore, family members seemed to rely on each other for interpreting the exhibits. The above shows that families are highly responsive and flexible learning systems. For more information, see the entry in the ’Family learning’ section.
This study is available at the Smithsonian Institution Libraries. Copies can be ordered by writing to Smithsonian Institution Libraries, Museum Reference Center, A & I Building, Room 2235, Washington, DC 20560, USA. More information is available on line at: http://www.sil.si.edu/newstart.htm.
Moussouri, T. (1997a) Family Agendas and Family Learning in Hands-On Museums, Unpublished Ph.D. thesis, University of Leicester, Leicester, England.
Hands-on museums seem to be able to satisfy a range of family agendas. Family members perceived interactive exhibitions as both physically and intellectually accessible, which helped them relate better to the subject matter of the exhibition. The personal and the social agendas for the visit influenced the way family members interpreted and later recalled their visit. Children described and depicted their kinaesthetic activity and favoured exhibits that involved all senses. Adults exchanged information, used labels and other support materials and shared this information with other family members, especially with children. In particular, parents used the resources provided by the museum to provide the links needed to make the information meaningful for themselves and their children. The structure (or the lack of structure) provided by the museum and the presence of gallery staff influenced social interaction among family members and facilitated their learning. Gallery staff could also challenge family visitors’ preconceptions. For more information on this study see also the section on ’Family learning’.
The thesis is available through an inter-library loan from the University of Leicester Library in Leicester, UK.
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Stevenson, J. (1991) ‘The Long-Term Impact of Interactive Exhibits’, International Journal of Science Education, vol. 13, no. 5, 521-531.
Family groups at the Launch Pad Gallery at the Science Museum in London spent most of their time interacting with other family members or other visitors in front of an exhibit. They also spent time watching other visitors manipulate exhibits. No gender-specific behaviour was observed and the pattern of their behaviour did not change throughout their visit. This observation study was followed up by face-to-face interviews and postal questionnaires. These were carried out first as families left the Gallery, then several weeks later and, finally, six months after the visit. A summary of the main findings from the follow-up studies on visitors’ memories can be found in the section on ’The educational, social and economic impact of children’s museums, discovery and science centres’.
Copies of the International Journal of Science Education are available in many UK libraries or can be ordered through an inter-library loan.
Tulley, A. & Lucas, A.M. (1991) ‘Interacting with a Science Museum Exhibit: Vicarious and Direct Experience and Subsequent Understanding’, International Journal of Science Education, Vol. 13, No. 5, Taylor and Francis Ltd., 533-542.
The authors make a distinction between immediate cognitive gains from an exhibit and deeper levels of understanding. Using the Lock and Key exhibit at the Launch Pad Gallery of the Science Museum, London for their case study, the researchers found that visitors who tried to assemble the lock seemed to ‘know how’ a lock works. However, they argued that both the exhibit and the questionnaire used were not designed to facilitate and assess the deeper level of understanding that involves ‘knowing why’ a lock is designed to work the way it does.
Copies of the ‘International Journal of Science Education’ are available in many UK libraries or through an inter-library loan.
