Pub Date : 2023-02-22DOI: 10.1080/10645578.2023.2178101
Zachary T. Steele, E. Pienaar
Abstract Management of invasive alien species (IAS) depends on public awareness and cooperation, which may be increased by effective IAS education by zoos. We administered a questionnaire to visitors (n = 221) and educators (n = 44) at three Association of Zoos and Aquariums facilities in Florida to explore their perceptions of the content and effectiveness of IAS education at these facilities. Most visitors recalled seeing IAS on display, with 80% of visitors stating that they considered zoos to be a place to learn about IAS. Both visitors and educators agreed that minimal information on how IAS are introduced to Florida was presented. They also agreed that greater implementation of shows and presentations pertaining to IAS would be highly effective in educating the public about IAS and the need for actions to mitigate species invasions. Zoos may improve their educational effectiveness by making visitors aware of IAS citizen science programs and implementing interactive educational methods.
{"title":"Educators’ and Visitors’ Perceptions of Invasive Species Education in Zoos","authors":"Zachary T. Steele, E. Pienaar","doi":"10.1080/10645578.2023.2178101","DOIUrl":"https://doi.org/10.1080/10645578.2023.2178101","url":null,"abstract":"Abstract Management of invasive alien species (IAS) depends on public awareness and cooperation, which may be increased by effective IAS education by zoos. We administered a questionnaire to visitors (n = 221) and educators (n = 44) at three Association of Zoos and Aquariums facilities in Florida to explore their perceptions of the content and effectiveness of IAS education at these facilities. Most visitors recalled seeing IAS on display, with 80% of visitors stating that they considered zoos to be a place to learn about IAS. Both visitors and educators agreed that minimal information on how IAS are introduced to Florida was presented. They also agreed that greater implementation of shows and presentations pertaining to IAS would be highly effective in educating the public about IAS and the need for actions to mitigate species invasions. Zoos may improve their educational effectiveness by making visitors aware of IAS citizen science programs and implementing interactive educational methods.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"26 1","pages":"143 - 159"},"PeriodicalIF":1.5,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43754100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1080/10645578.2023.2168421
Jennifer Fortuna, Claire Harrison, Abigail Eekhoff, Candice Marthaler, Megan Seromik, Stephanie Ogren, Julia VanderMolen
Abstract For people with visual impairment, environmental features create barriers to inclusion and participation in public places such as museums. This study gathered direct feedback on accessibility from people with visual impairment to inform a major renovation at the Grand Rapids Public Museum. This study used a participatory action research design. Data collection included a guided walk and semi-structured interviews. A descriptive numerical summary and qualitative thematic analysis were used to summarize the results. Twelve participants were assigned to three categories of visual impairment: low vision, legally blind, and totally blind. The primary barriers to accessibility included inaccessible signage, lack of multi-sensory information, and staff training. Suggestions for improving accessibility include adding assistive technology and increased staff involvement. Identifying barriers to accessibility requires involving people with visual impairment in the decision making process. Understanding the unique needs of people with visual impairment will promote inclusion and participation in museum settings.
{"title":"Identifying Barriers to Accessibility for Museum Visitors Who Are Blind and Visually Impaired","authors":"Jennifer Fortuna, Claire Harrison, Abigail Eekhoff, Candice Marthaler, Megan Seromik, Stephanie Ogren, Julia VanderMolen","doi":"10.1080/10645578.2023.2168421","DOIUrl":"https://doi.org/10.1080/10645578.2023.2168421","url":null,"abstract":"Abstract For people with visual impairment, environmental features create barriers to inclusion and participation in public places such as museums. This study gathered direct feedback on accessibility from people with visual impairment to inform a major renovation at the Grand Rapids Public Museum. This study used a participatory action research design. Data collection included a guided walk and semi-structured interviews. A descriptive numerical summary and qualitative thematic analysis were used to summarize the results. Twelve participants were assigned to three categories of visual impairment: low vision, legally blind, and totally blind. The primary barriers to accessibility included inaccessible signage, lack of multi-sensory information, and staff training. Suggestions for improving accessibility include adding assistive technology and increased staff involvement. Identifying barriers to accessibility requires involving people with visual impairment in the decision making process. Understanding the unique needs of people with visual impairment will promote inclusion and participation in museum settings.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"26 1","pages":"103 - 124"},"PeriodicalIF":1.5,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48351140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-26DOI: 10.1080/10645578.2023.2168873
Brielle E. Blandford, K. Mulgrew, V. Schaffer, L. Kannis-Dymand
Abstract Increasing pro-environmental behavior may combat environmental deterioration and promote animal and human welfare. Using the Theory of Planned Behavior (TPB), we investigated how an Australian zoo-based seal encounter influenced participants’ pro-environmental intentions and behavior at 1-month follow-up. Participants were 113 seal encounter visitors, with n = 29 providing 1-month post-encounter data. Pre-encounter, participants reported past and intended pro-environmental behaviors, and TPB constructs (attitudes, perceived behavioral control, subjective and moral norms). Post-encounter, participants rated their experience and future pro-environmental intentions. At 1-month follow-up, participants again reported their pro-environmental behaviors. The model explained past pro-environmental behaviors and future behavioral intentions (but not plastic use specifically), with subjective norms being the most important. Unlike past research, moral norms were not significant, perhaps due to the zoo-based research context. Importantly, participants reported a decrease in plastic use 1-month post-encounter. These findings provide suggestions for zoos to design encounters targeting subjective norms to promote pro-environmental behavior.
{"title":"Understanding Pro-Environmental Behaviors and Intentions in Visitors to a Zoo-Based Seal Encounter","authors":"Brielle E. Blandford, K. Mulgrew, V. Schaffer, L. Kannis-Dymand","doi":"10.1080/10645578.2023.2168873","DOIUrl":"https://doi.org/10.1080/10645578.2023.2168873","url":null,"abstract":"Abstract Increasing pro-environmental behavior may combat environmental deterioration and promote animal and human welfare. Using the Theory of Planned Behavior (TPB), we investigated how an Australian zoo-based seal encounter influenced participants’ pro-environmental intentions and behavior at 1-month follow-up. Participants were 113 seal encounter visitors, with n = 29 providing 1-month post-encounter data. Pre-encounter, participants reported past and intended pro-environmental behaviors, and TPB constructs (attitudes, perceived behavioral control, subjective and moral norms). Post-encounter, participants rated their experience and future pro-environmental intentions. At 1-month follow-up, participants again reported their pro-environmental behaviors. The model explained past pro-environmental behaviors and future behavioral intentions (but not plastic use specifically), with subjective norms being the most important. Unlike past research, moral norms were not significant, perhaps due to the zoo-based research context. Importantly, participants reported a decrease in plastic use 1-month post-encounter. These findings provide suggestions for zoos to design encounters targeting subjective norms to promote pro-environmental behavior.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"26 1","pages":"125 - 142"},"PeriodicalIF":1.5,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49089186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10645578.2023.2167404
John Voiklis, Kate Flinner, S. Field, Rupanwita Gupta, J. Fraser, J. T. Dwyer, Shelley Rank, Kathryn M. Nock
ABSTRACT Research that involves a large and broad sample of museums can produce a representative picture of the entire museum sector and lead to global insights that may not be attainable through a more local lens. However, many museum research projects use a small sample of museums, meant to represent the entire field. We propose a research method that distributes data collection across a broad swath of museums to provide local detail that can be used to assemble a collective picture on a topic of interest to the field. This method, called crowdsourced data collection, was used in a yearlong study of zoos and aquariums in North America, in which 95 institutions were asked to collect data for one to two survey modules per month. We hoped this approach would produce data comparable to data gathered with conventional methods and reduce burden on participating institutions. We found the method replicated nationally representative studies with two validated scales. While only one third of the institutions completed all modules, institutions typically did 8-9 modules, with only slight decreases in the probability of completing the study over time. These results suggest researchers can use crowdsourced data collection to reliably study the museum sector. We also discuss the challenges of this method for researchers and institutions participating as data collection sites.
{"title":"Seeing the Forest, Not the Trees – Crowdsourced Data Collection Methods for Sector-Wide Research","authors":"John Voiklis, Kate Flinner, S. Field, Rupanwita Gupta, J. Fraser, J. T. Dwyer, Shelley Rank, Kathryn M. Nock","doi":"10.1080/10645578.2023.2167404","DOIUrl":"https://doi.org/10.1080/10645578.2023.2167404","url":null,"abstract":"ABSTRACT\u0000 Research that involves a large and broad sample of museums can produce a representative picture of the entire museum sector and lead to global insights that may not be attainable through a more local lens. However, many museum research projects use a small sample of museums, meant to represent the entire field. We propose a research method that distributes data collection across a broad swath of museums to provide local detail that can be used to assemble a collective picture on a topic of interest to the field. This method, called crowdsourced data collection, was used in a yearlong study of zoos and aquariums in North America, in which 95 institutions were asked to collect data for one to two survey modules per month. We hoped this approach would produce data comparable to data gathered with conventional methods and reduce burden on participating institutions. We found the method replicated nationally representative studies with two validated scales. While only one third of the institutions completed all modules, institutions typically did 8-9 modules, with only slight decreases in the probability of completing the study over time. These results suggest researchers can use crowdsourced data collection to reliably study the museum sector. We also discuss the challenges of this method for researchers and institutions participating as data collection sites.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"26 1","pages":"24 - 41"},"PeriodicalIF":1.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46473638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-12DOI: 10.1080/10645578.2022.2142926
Kathleen Kupiec, L. Malmberg, S. Mathers
Abstract Museums offer great potential for learning, mediated by parent–child conversations. Despite much qualitative research conducting informative observations of family museum interactions, limited experimental work has investigated how to maximize these experiences. Recent studies have begun to quantitatively examine the potential of researcher-facilitated and resource-based interventions to enhance parent–child conversation in the museum context. This meta-analysis synthesized data from all identified experimental studies in this emerging field (n = 9, k = 111). Findings suggest that museum interventions significantly improve parent–child dyadic conversations (g = .43, p < .001). Sub-analyses showed that the most successful interventions were those which targeted parents (rather than the parent–child dyad) and explicitly guided parental use of conversational strategies. Implications for practice are discussed.
摘要博物馆通过亲子对话为学习提供了巨大的潜力。尽管许多定性研究对家庭博物馆互动进行了翔实的观察，但有限的实验工作调查了如何最大化这些体验。最近的研究已经开始定量地考察研究人员促进和基于资源的干预措施在博物馆背景下加强亲子对话的潜力。该荟萃分析综合了这一新兴领域中所有已确定的实验研究的数据(n = 9, k = 111)。研究结果表明，博物馆干预显著改善了亲子二元对话(g = 0.43, p < 0.001)。子分析表明，最成功的干预措施是针对父母(而不是亲子二人组)并明确指导父母使用对话策略的干预措施。讨论了对实践的启示。
{"title":"The Effectiveness of Museum Intervention on Parent–Child Conversations: A Meta-Analysis","authors":"Kathleen Kupiec, L. Malmberg, S. Mathers","doi":"10.1080/10645578.2022.2142926","DOIUrl":"https://doi.org/10.1080/10645578.2022.2142926","url":null,"abstract":"Abstract Museums offer great potential for learning, mediated by parent–child conversations. Despite much qualitative research conducting informative observations of family museum interactions, limited experimental work has investigated how to maximize these experiences. Recent studies have begun to quantitatively examine the potential of researcher-facilitated and resource-based interventions to enhance parent–child conversation in the museum context. This meta-analysis synthesized data from all identified experimental studies in this emerging field (n = 9, k = 111). Findings suggest that museum interventions significantly improve parent–child dyadic conversations (g = .43, p < .001). Sub-analyses showed that the most successful interventions were those which targeted parents (rather than the parent–child dyad) and explicitly guided parental use of conversational strategies. Implications for practice are discussed.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"26 1","pages":"82 - 101"},"PeriodicalIF":1.5,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46218806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-11DOI: 10.1080/10645578.2022.2129944
Ellie King, M. P. Smith, P. Wilson, Janet Stott, Mark A. Williams
Abstract Combining existing knowledge of museum exhibition visitor experience with concepts of User Experience (UX), a model for Museum Exhibition User Experience (MEUX) is presented. The model was developed from research interviews and surveys with UK museum professionals and presents the museum exhibition experience from both museum and visitor perspectives. Its use as an evaluation tool for visitor experience is explored at Oxford University Museum of Natural History (OUMNH). In comparing results with those from staff, a disconnect emerged between museum and visitor preferences on motivations for visiting and what outcomes emerge from visits. The incorporation of the theoretical MEUX model into museum practice enables holistic conceptualization of the visitor experience through the pragmatic and hedonic qualities of an exhibition. With the development of further evaluation tools, this framework and methodology accurately captures institutional and visitor preferences and can evaluate how the development decisions of museums influence and impact the visitor experience.
{"title":"Creating Meaningful Museums: A Model for Museum Exhibition User Experience","authors":"Ellie King, M. P. Smith, P. Wilson, Janet Stott, Mark A. Williams","doi":"10.1080/10645578.2022.2129944","DOIUrl":"https://doi.org/10.1080/10645578.2022.2129944","url":null,"abstract":"Abstract Combining existing knowledge of museum exhibition visitor experience with concepts of User Experience (UX), a model for Museum Exhibition User Experience (MEUX) is presented. The model was developed from research interviews and surveys with UK museum professionals and presents the museum exhibition experience from both museum and visitor perspectives. Its use as an evaluation tool for visitor experience is explored at Oxford University Museum of Natural History (OUMNH). In comparing results with those from staff, a disconnect emerged between museum and visitor preferences on motivations for visiting and what outcomes emerge from visits. The incorporation of the theoretical MEUX model into museum practice enables holistic conceptualization of the visitor experience through the pragmatic and hedonic qualities of an exhibition. With the development of further evaluation tools, this framework and methodology accurately captures institutional and visitor preferences and can evaluate how the development decisions of museums influence and impact the visitor experience.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"26 1","pages":"59 - 81"},"PeriodicalIF":1.5,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44887847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.1080/10645578.2022.2136450
Mark H. Davis, Lauren E. Highfill, Radhika N. Makecha, William Baksic, Shane Graves, Emilia Heaton
Abstract What kind of zoo signage is most likely to engage patrons and lead to interest in an animal? We conducted three laboratory studies designed to shed light on this issue by examining the effect of providing information about two features of an animal: 1) its cognitive ability, and 2) its emotional complexity. In Study 1, compared to typical ID label information, both cognitive and emotional information produced more positive ratings of the animal. In Study 2, we compared emotional information presenting the animal in a positive light and similar information presenting the animal in a negative light. In Study 3, we compared the effects of each kind of information for animals differing in charisma (arachnid or bird). There were significant effects of message for both species. In sum, there was consistent evidence that information about surprising cognitive or emotional sophistication is more impactful than typical ID labels.
{"title":"Is There Value in Including Information about Animal Cognition and Emotion in Zoo Messaging?","authors":"Mark H. Davis, Lauren E. Highfill, Radhika N. Makecha, William Baksic, Shane Graves, Emilia Heaton","doi":"10.1080/10645578.2022.2136450","DOIUrl":"https://doi.org/10.1080/10645578.2022.2136450","url":null,"abstract":"Abstract What kind of zoo signage is most likely to engage patrons and lead to interest in an animal? We conducted three laboratory studies designed to shed light on this issue by examining the effect of providing information about two features of an animal: 1) its cognitive ability, and 2) its emotional complexity. In Study 1, compared to typical ID label information, both cognitive and emotional information produced more positive ratings of the animal. In Study 2, we compared emotional information presenting the animal in a positive light and similar information presenting the animal in a negative light. In Study 3, we compared the effects of each kind of information for animals differing in charisma (arachnid or bird). There were significant effects of message for both species. In sum, there was consistent evidence that information about surprising cognitive or emotional sophistication is more impactful than typical ID labels.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"26 1","pages":"42 - 58"},"PeriodicalIF":1.5,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46820754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-07DOI: 10.1080/10645578.2022.2075205
Salina T. Yun, Sarah K. Olsen, Kathryn C. Quigley, M. Cannady, A. Hartry
Abstract Designing for and facilitating intergenerational group learning is an important objective of informal science institutions as most visitors in those settings engage with scientific thinking in the context of a group. New, deeply engaging, and interactive technologies such augmented reality (AR) have been shown to have positive outcomes in educational settings, but their implications have yet to be investigated for the purpose of intergenerational group learning design. This literature review investigates AR exhibit designs through the lens of PISEC’s seven intergenerational group learning principles. After identifying 10 AR exhibits designed for intergenerational group interactions through a systematic review process, we analyzed the challenges and affordances of AR for each exhibit using an adapted framework of PISEC’s learning design principles. We present these design guidelines for AR intergenerational group learning to provide researchers and exhibit designers in ISIs with strategies to foster better learning, interaction, and engagement for intergenerational group learning.
{"title":"A Review of Augmented Reality for Informal Science Learning: Supporting Design of Intergenerational Group Learning","authors":"Salina T. Yun, Sarah K. Olsen, Kathryn C. Quigley, M. Cannady, A. Hartry","doi":"10.1080/10645578.2022.2075205","DOIUrl":"https://doi.org/10.1080/10645578.2022.2075205","url":null,"abstract":"Abstract Designing for and facilitating intergenerational group learning is an important objective of informal science institutions as most visitors in those settings engage with scientific thinking in the context of a group. New, deeply engaging, and interactive technologies such augmented reality (AR) have been shown to have positive outcomes in educational settings, but their implications have yet to be investigated for the purpose of intergenerational group learning design. This literature review investigates AR exhibit designs through the lens of PISEC’s seven intergenerational group learning principles. After identifying 10 AR exhibits designed for intergenerational group interactions through a systematic review process, we analyzed the challenges and affordances of AR for each exhibit using an adapted framework of PISEC’s learning design principles. We present these design guidelines for AR intergenerational group learning to provide researchers and exhibit designers in ISIs with strategies to foster better learning, interaction, and engagement for intergenerational group learning.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"26 1","pages":"1 - 23"},"PeriodicalIF":1.5,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49072054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1080/10645578.2022.2056406
A. White, Kailea Saplan, P. Wardrip, Alison Bank, T. Akiva, Lisa Brahms
Abstract The maker movement has grown rapidly in educational contexts during the past decade. The field now needs valid, reliable measurement tools to capture learning that occurs in maker-based activities. In this study, facilitators and researchers from five organizations engaged in a codesign process to develop a tool measuring how learners seek and share resources while making. We describe our process of collaboratively developing, testing, and revising the Seek & Share Resources Tool and the coding protocol with strong validity. Two researchers coded 50 videos depicting learners ages 0-14 engaging in diverse maker-based activities yielding high inter-rater reliability for the tool. The Seek & Share Resources Tool offers a valid, reliable measure of learning behavior in making and our process may be replicated in future research of rigorous measurement tool design.
{"title":"The Seek & Share Resources Tool: Measuring a Learning Practice of Making","authors":"A. White, Kailea Saplan, P. Wardrip, Alison Bank, T. Akiva, Lisa Brahms","doi":"10.1080/10645578.2022.2056406","DOIUrl":"https://doi.org/10.1080/10645578.2022.2056406","url":null,"abstract":"Abstract The maker movement has grown rapidly in educational contexts during the past decade. The field now needs valid, reliable measurement tools to capture learning that occurs in maker-based activities. In this study, facilitators and researchers from five organizations engaged in a codesign process to develop a tool measuring how learners seek and share resources while making. We describe our process of collaboratively developing, testing, and revising the Seek & Share Resources Tool and the coding protocol with strong validity. Two researchers coded 50 videos depicting learners ages 0-14 engaging in diverse maker-based activities yielding high inter-rater reliability for the tool. The Seek & Share Resources Tool offers a valid, reliable measure of learning behavior in making and our process may be replicated in future research of rigorous measurement tool design.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"25 1","pages":"217 - 237"},"PeriodicalIF":1.5,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46954213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.1080/10645578.2022.2051386
Jessica S. Caporaso, Courtney L. Ball, Kimberly E. Marble, J. Boseovski, Stuart Marcovitch, Kathleen M. Bettencourt, Lindsey A. Zarecky
Abstract This naturalistic, observational study examined how specific design elements in two play-centered science center exhibits influence child and parent engagement. We observed the level of engagement, pretend play, and sharing among 57 3- to 9-year-olds (M = 5.67 years) and their parents at either an indoor, technology-based exhibit or an outdoor, nature-based exhibit. Overall, exhibit elements that were interactive or allowed for free play engaged children the most and fostered the most pretend play and sharing, regardless of indoor or outdoor environment. Directed play elements were associated with increased levels of parent involvement with their children at the exhibit, particularly outdoors. These novel results demonstrate how exhibit-level factors influence parent and children’s engagement in informal contexts. Implications for children’s autonomy in guiding their own informal learning experiences and recommendations for museum exhibit space design are discussed.
{"title":"An Observational Investigation of How Exhibit Environment and Design Intersect to Influence Parent–Child Engagement","authors":"Jessica S. Caporaso, Courtney L. Ball, Kimberly E. Marble, J. Boseovski, Stuart Marcovitch, Kathleen M. Bettencourt, Lindsey A. Zarecky","doi":"10.1080/10645578.2022.2051386","DOIUrl":"https://doi.org/10.1080/10645578.2022.2051386","url":null,"abstract":"Abstract This naturalistic, observational study examined how specific design elements in two play-centered science center exhibits influence child and parent engagement. We observed the level of engagement, pretend play, and sharing among 57 3- to 9-year-olds (M = 5.67 years) and their parents at either an indoor, technology-based exhibit or an outdoor, nature-based exhibit. Overall, exhibit elements that were interactive or allowed for free play engaged children the most and fostered the most pretend play and sharing, regardless of indoor or outdoor environment. Directed play elements were associated with increased levels of parent involvement with their children at the exhibit, particularly outdoors. These novel results demonstrate how exhibit-level factors influence parent and children’s engagement in informal contexts. Implications for children’s autonomy in guiding their own informal learning experiences and recommendations for museum exhibit space design are discussed.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"25 1","pages":"185 - 216"},"PeriodicalIF":1.5,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43442664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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