Much of the work done in the field of tangible interaction has focused on creating tools for learning; however, in many cases, little evidence has been provided that tangible interfaces offer educational benefits compared to more conventional interaction techniques. In this paper, we present a study comparing the use of a tangible and a graphical interface as part of an interactive computer programming and robotics exhibit that we designed for the Boston Museum of Science. In this study, we have collected observations of 260 museum visitors and conducted interviews with 13 family groups. Our
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TEAM MEMBERS:
Michael HornErin SoloveyR. Jordan CrouserRobert Jacob
Many teachers are unsure about how to best utilize museum educational resources. They do not think that approaches and strategies from informal learning environments apply to classroom settings (Melber & Cox-Peterson, 2005). Yet studies have shown that simple solutions such as exhibit orientation and conducting pre and post-visit activities to supplement a field trip can help students have a richer learning experience (Gilbert & Priest, 1997; Anderson & Lucas, 1997). The current study explores the affect of making relevant findings from informal learning research explicit to pre-service
This report focuses on the use of games as resources to support the educational aims, objectives, and planned outcomes of teachers who understand that games are an important medium in contemporary culture and young people's experiences. The report provides an assessment of game-based learning in UK schools. It is intended to test out the hype and enthusiasm for using games in education and to identify a sensible rationale and practical strategies for teachers to try out games in the classroom.
This report summarizes the results of a three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning.
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University of California, IrvineMizuko ItoBecky Herr-Stephenson
Conventional wisdom about young people's use of digital technology often equates generational identity with technology identity: today's teens seem constantly plugged in to video games, social networks sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youth's social and recreational use of digital media. This book fills that gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. By
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University of California, IrvineMizuko Ito
This article describes the research effort of ASTC and Reach Advisors to explore the motivations and engagement levels of visitors to science museums. The team discovered surprising and telling information about mothers who visit with their children. This article explores the survey methodology, key findings including helpful terms to describe four types of visitors, and conclusions with recommendations.
Complex ideas like evolution—which run counter to common, but mistaken, intuitive knowledge—are challenging, both for exhibit developers and for the evaluation and research teams who assess the impact of exhibitions. It is always difficult to document measurable changes in deep conceptual understanding following a single visit to an exhibition; Is this even possible with complex topics, such as evolution? In this article, we summarize a series of studies that may offer some help to exhibit developers and evaluators, as well as others who design and assess informal learning experiences. The