Pub Date : 2018-07-03DOI: 10.1080/10645578.2018.1549396
M. Skov, Marianne Lykke, Chris Jantzen
Abstract This article introduces the walk-along method as a potential approach to study visitor interactions and experiences in situ. Prompted by the methodological challenges involved in gaining insight into the individual, subjective visitor experience, this article explores the potentials and pros and cons of the mobile, walk-along method. The mobile walk-along method is an open-ended qualitative approach to capturing visitors’ immediate experiences, interpretations, and emotions in the instant of experiencing. This article points to the method’s relevance in visitor studies by drawing on empirical and methodological insights from a visitor study at a science center exhibition about movement and health at the Experimentarium near Copenhagen, Denmark. Based on 34 group walk-alongs (108 visitors), the findings show that the walk-along method can provide an understanding of visitor experience related to visitors’ spatial practice, personal biographies and the social architecture between visitors.
{"title":"Introducing Walk-Alongs in Visitor Studies: A Mobile Method Approach to Studying User Experience","authors":"M. Skov, Marianne Lykke, Chris Jantzen","doi":"10.1080/10645578.2018.1549396","DOIUrl":"https://doi.org/10.1080/10645578.2018.1549396","url":null,"abstract":"Abstract This article introduces the walk-along method as a potential approach to study visitor interactions and experiences in situ. Prompted by the methodological challenges involved in gaining insight into the individual, subjective visitor experience, this article explores the potentials and pros and cons of the mobile, walk-along method. The mobile walk-along method is an open-ended qualitative approach to capturing visitors’ immediate experiences, interpretations, and emotions in the instant of experiencing. This article points to the method’s relevance in visitor studies by drawing on empirical and methodological insights from a visitor study at a science center exhibition about movement and health at the Experimentarium near Copenhagen, Denmark. Based on 34 group walk-alongs (108 visitors), the findings show that the walk-along method can provide an understanding of visitor experience related to visitors’ spatial practice, personal biographies and the social architecture between visitors.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"189 - 210"},"PeriodicalIF":1.5,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1549396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47476700","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 : 2018-07-03DOI: 10.1080/10645578.2018.1540240
E. Nomikou
{"title":"Visitors to the House of Memory: Identity and Political Education at the Jewish Museum Berlin","authors":"E. Nomikou","doi":"10.1080/10645578.2018.1540240","DOIUrl":"https://doi.org/10.1080/10645578.2018.1540240","url":null,"abstract":"","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"287 - 288"},"PeriodicalIF":1.5,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1540240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44877457","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 : 2018-07-03DOI: 10.1080/10645578.2018.1560747
D. Light, M. Cerrone
Abstract Many science museums and wildlife attractions use social media as a marketing tool to encourage visitors. However, our survey research on Twitter and museums, zoos, and other science institutions finds that there are 2 groups of people following these organizations to learn about science. The informed citizens follow trusted science organizations on Twitter to learn about the science. The other public, the science communicators, follow these organizations to stay current on scientific news and advances, but they are also deeply interested in sharing scientific news via Twitter and in being part of a larger social conversation about science. Both of these publics are interested in staying current in science, but the communicators also offer these organizations a channel to communicate science to a broader public.
{"title":"Science Engagement via Twitter: Examining the Educational Outreach of Museums, Zoos, Aquariums and Other Science Organizations","authors":"D. Light, M. Cerrone","doi":"10.1080/10645578.2018.1560747","DOIUrl":"https://doi.org/10.1080/10645578.2018.1560747","url":null,"abstract":"Abstract Many science museums and wildlife attractions use social media as a marketing tool to encourage visitors. However, our survey research on Twitter and museums, zoos, and other science institutions finds that there are 2 groups of people following these organizations to learn about science. The informed citizens follow trusted science organizations on Twitter to learn about the science. The other public, the science communicators, follow these organizations to stay current on scientific news and advances, but they are also deeply interested in sharing scientific news via Twitter and in being part of a larger social conversation about science. Both of these publics are interested in staying current in science, but the communicators also offer these organizations a channel to communicate science to a broader public.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"175 - 188"},"PeriodicalIF":1.5,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1560747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49663848","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 : 2018-07-03DOI: 10.1080/10645578.2018.1553925
J. Packer, R. Ballantyne, N. Bond
Abstract Understanding visitor experiences is an important focus for visitor research in attractions such as museums, zoos, and heritage sites because the visitor experience is the core product of the interaction between the visitor and the activities, events, and environments they encounter. This article describes the development of an instrument designed to capture multiple facets of the visitor experience using a simple and unobtrusive adjective checklist. The checklist has been tested and used at a range of attractions, including museums, art galleries, science centers, zoos, and aquariums. The instrument allows visitors’ responses to the experiential offerings of each site to be captured and graphically displayed, as well as providing individual measures on 15 dimensions. The instrument can be used to support further research and theory development as well as exhibit design and evaluation. Examples of such applications are discussed.
{"title":"Developing an Instrument to Capture Multifaceted Visitor Experiences: The DoVE Adjective Checklist","authors":"J. Packer, R. Ballantyne, N. Bond","doi":"10.1080/10645578.2018.1553925","DOIUrl":"https://doi.org/10.1080/10645578.2018.1553925","url":null,"abstract":"Abstract Understanding visitor experiences is an important focus for visitor research in attractions such as museums, zoos, and heritage sites because the visitor experience is the core product of the interaction between the visitor and the activities, events, and environments they encounter. This article describes the development of an instrument designed to capture multiple facets of the visitor experience using a simple and unobtrusive adjective checklist. The checklist has been tested and used at a range of attractions, including museums, art galleries, science centers, zoos, and aquariums. The instrument allows visitors’ responses to the experiential offerings of each site to be captured and graphically displayed, as well as providing individual measures on 15 dimensions. The instrument can be used to support further research and theory development as well as exhibit design and evaluation. Examples of such applications are discussed.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"211 - 231"},"PeriodicalIF":1.5,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1553925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49466714","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 : 2018-01-02DOI: 10.1080/10645578.2018.1503873
A. Eardley, C. Dobbin, J. Neves, P. Ride
Abstract Families with young children typically struggle to engage with traditional art museum environments. This research examined the impact of multisensory tools on family engagement within Mathaf: Arab Museum of Modern Art, Qatar. Sixty families with at least one child aged 0–11 were observed during two tasks. One task required participants to look at a series of paintings to select their favorite. In another task, families were given a toolkit of multisensory items to facilitate interaction with a painting. A semi-structured observational method produced quantitative and qualitative data about participant engagement and intergenerational interaction. Self-rating scores of task enjoyment were also collected. Results indicate that multisensory tools enhance family engagement with museums, artworks, and each other. Results also suggest that word-based interpretation was not necessary. We consider the potential implications of these findings in relation to family programming within art museums and museums more generally.
{"title":"Hands-On, Shoes-Off: Multisensory Tools Enhance Family Engagement Within an Art Museum","authors":"A. Eardley, C. Dobbin, J. Neves, P. Ride","doi":"10.1080/10645578.2018.1503873","DOIUrl":"https://doi.org/10.1080/10645578.2018.1503873","url":null,"abstract":"Abstract Families with young children typically struggle to engage with traditional art museum environments. This research examined the impact of multisensory tools on family engagement within Mathaf: Arab Museum of Modern Art, Qatar. Sixty families with at least one child aged 0–11 were observed during two tasks. One task required participants to look at a series of paintings to select their favorite. In another task, families were given a toolkit of multisensory items to facilitate interaction with a painting. A semi-structured observational method produced quantitative and qualitative data about participant engagement and intergenerational interaction. Self-rating scores of task enjoyment were also collected. Results indicate that multisensory tools enhance family engagement with museums, artworks, and each other. Results also suggest that word-based interpretation was not necessary. We consider the potential implications of these findings in relation to family programming within art museums and museums more generally.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"79 - 97"},"PeriodicalIF":1.5,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1503873","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274003","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 : 2018-01-02DOI: 10.1080/10645578.2018.1503871
R. Ballantyne, J. Packer, K. Hughes, Chelsea Gill
Abstract Wildlife tourism attractions such as zoos are uniquely placed to make an impact on people’s everyday environmentally responsible behaviors. However, research suggests that visitors who leave such sites with a heightened awareness and good intentions rarely translate their intentions into post-visit environmental actions. This article reports on the development of a website-based action resource designed to reinforce, complement, and extend zoos’ on-site conservation messages and support visitors’ translation of environmental behavioral intentions into actions. The effectiveness of the website in encouraging post-visit engagement in environmental behavior was tested using an experimental design with a follow-up sample of 475 zoo visitors across four sites in three countries. The group that had accessed the website scored significantly higher on a behavior change index than the group that had not accessed the website. Website features identified as most effective in engaging visitors and maximizing their uptake of environmentally sustainable behavior are discussed.
{"title":"Post-Visit Reinforcement of Zoo Conservation Messages: The Design and Testing of an Action Resource Website","authors":"R. Ballantyne, J. Packer, K. Hughes, Chelsea Gill","doi":"10.1080/10645578.2018.1503871","DOIUrl":"https://doi.org/10.1080/10645578.2018.1503871","url":null,"abstract":"Abstract Wildlife tourism attractions such as zoos are uniquely placed to make an impact on people’s everyday environmentally responsible behaviors. However, research suggests that visitors who leave such sites with a heightened awareness and good intentions rarely translate their intentions into post-visit environmental actions. This article reports on the development of a website-based action resource designed to reinforce, complement, and extend zoos’ on-site conservation messages and support visitors’ translation of environmental behavioral intentions into actions. The effectiveness of the website in encouraging post-visit engagement in environmental behavior was tested using an experimental design with a follow-up sample of 475 zoo visitors across four sites in three countries. The group that had accessed the website scored significantly higher on a behavior change index than the group that had not accessed the website. Website features identified as most effective in engaging visitors and maximizing their uptake of environmentally sustainable behavior are discussed.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"120 - 98"},"PeriodicalIF":1.5,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1503871","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44537390","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 : 2018-01-02DOI: 10.1080/10645578.2018.1503879
Scott A. Pattison, Andee Rubin, M. Benne, Ivel Gontan, Elizabeth Andanen, Todd P. Shagott, Melanie Francisco, Smirla Ramos-Montañez, Crosby Bromley, L. Dierking
Abstract Although discussions of museums often revolve around exhibits, educators in these spaces have the potential to create in-depth, social learning experiences beyond what is possible at exhibits alone. There is still little empirical research, however, to inform how we understand, approach, and improve museum facilitation practices. In this study, we sought to address this gap by quantifying the impact of facilitation by trained educators working with visitors at interactive museum exhibits and comparing this to visitor engagement and learning outcomes for families without educator support. Using a quasi-experimental design, we measured the impact of staff facilitation on visitor engagement time, mathematical reasoning, math awareness, satisfaction, and intergenerational communication across three different exhibits, four trained educators, and two experimental conditions. Multivariate regression modeling showed that staff facilitation had a positive impact on engagement time, mathematical reasoning, and satisfaction, a negative impact on intergenerational communication, and no impact on math awareness.
{"title":"The Impact of Facilitation by Museum Educators on Family Learning at Interactive Math Exhibits: A Quasi-Experimental Study","authors":"Scott A. Pattison, Andee Rubin, M. Benne, Ivel Gontan, Elizabeth Andanen, Todd P. Shagott, Melanie Francisco, Smirla Ramos-Montañez, Crosby Bromley, L. Dierking","doi":"10.1080/10645578.2018.1503879","DOIUrl":"https://doi.org/10.1080/10645578.2018.1503879","url":null,"abstract":"Abstract Although discussions of museums often revolve around exhibits, educators in these spaces have the potential to create in-depth, social learning experiences beyond what is possible at exhibits alone. There is still little empirical research, however, to inform how we understand, approach, and improve museum facilitation practices. In this study, we sought to address this gap by quantifying the impact of facilitation by trained educators working with visitors at interactive museum exhibits and comparing this to visitor engagement and learning outcomes for families without educator support. Using a quasi-experimental design, we measured the impact of staff facilitation on visitor engagement time, mathematical reasoning, math awareness, satisfaction, and intergenerational communication across three different exhibits, four trained educators, and two experimental conditions. Multivariate regression modeling showed that staff facilitation had a positive impact on engagement time, mathematical reasoning, and satisfaction, a negative impact on intergenerational communication, and no impact on math awareness.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"30 - 4"},"PeriodicalIF":1.5,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1503879","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49119412","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 : 2018-01-02DOI: 10.1080/10645578.2018.1503880
Molly Phipps
Beverly Serrell’s original edition of Exhibit Labels: An Interpretive Approach (1996) is a classic in the museum exhibit design, development, and evaluation fields. So popular in fact that, according to its author, it is a book many have multiple copies of because they are so often lending it out and not getting it back (Serrell, 2015, p. ix). I can see why. Exhibit Labels is a thorough examination of what it takes to write good exhibit labels. It has many concrete examples from practice with photos and illustrations, extensive case studies written by experienced practitioners including Serrell herself, and step-by-step instructions to walk a reader through the detailed process of writing exhibit labels. In addition, the book has an excellent index for finding just the right reference when you need it. To bolster these case studies and back up her assertions, Serrell (2015) uses references, mostly from nonpeerreviewed museum literature (e.g., in-house-published studies and guides, master’s theses, conference papers, and books). The book is well-written, compelling, and easy to read cover-to-cover but is most likely to be used as a reference when one is looking for specific guidance. The extremely well cross-referenced index will greatly facilitate its use allowing readers to quickly find what they need whether they remember the site where a study took place, the person who conducted the study, or the subject of the study. A new edition of a classic text brings questions about how different it is from the original (Serrell, 1996). The author explains that much stayed the same, but key changes include twice as many photos (of better quality) than the first edition, a focus on new challenges to the field (i.e., the ever-changing digital media landscape, visitors’ changing expectations regarding interaction and social experiences), updating terminology and approaches to reflect changes in the field around experience design, and acknowledging the vast increase in the number of publications in the field. The core of the book though (i.e., principles, references, examples, and recommendations) remains true to the first edition. The current edition of Exhibit Labels incorporates some newer examples and references including case studies written by other authors, such as Daryl Fisher, Karen G. Nelson, and Carlos Plaza, yet still has references going back 40 years or more. This new edition is aimed at museum professionals and museum studies students alike, especially those early in their careers and those late in their careers. The book is well organized into 22 chapters in five sections. Each section—Overview, Considering the Audience, Enhancing the Visitor Experience, Tasks, and Conclusions—digs into another aspect of writing highly effective and well-used exhibit labels in a wide range of informal, nonformal, and free-choice learning experiences. Like a good exhibition, each section expresses a clear topic and each chapter starts with a main idea and is
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Pub Date : 2018-01-02DOI: 10.1080/10645578.2018.1503872
G. Braswell
Jill Hohenstein and Theano Moussouri tackle the daunting task of reviewing an extensive body of research on learning as it relates to museums in ways that are accessible and applicable to both researchers and practitioners in Museum Learning: Theory and Research as Tools for Enhancing Practice. The authors note that “the divide between academia and practice seems to grow rather than shrink in many ways, despite the attempts to bridge gaps. We hope this book helps to provide a useful window between theory and research on the one hand and practice on the other” (p. 1). They are well equipped to work toward this goal given their extensive research backgrounds and collaborations with museums. The book is organized into two main sections. The first three chapters synthesize theoretical and methodological issues in museum studies. In the Introduction, Hohenstein and Moussouri point out that there is often a focus on cognitive aspects of learning to the detriment of other aspects of learning (e.g., emotional aspects), and they sought to go beyond the idea of “learning as memory for facts” (p. 4). Some chapters in the second section (described below) focus on traditional cognitive domains, like memory and motivation, whereas others cover issues of power, authenticity, and other topics that move us beyond the idea of learning as something that exists inside the minds of learners. The next two chapters present a comprehensive summary of various learning theories and related research methods, along with a discussion of how theory, research, and practice intersect. Overall, this section constitutes what would be an introduction to unfamiliar ideas or a review of familiar material, depending on the reader’s experience, of issues regarding learning. There is a heavy emphasis on constructivist approaches to learning, which certainly is warranted, although more coverage of the basics of sociocultural learning theories, like those of Vygotsky and Bourdieu, would have been a nice addition to these early chapters. Many of these sociocultural approaches appear later, where the authors explain them in detail, and figure into a significant portion of the second part of the book. The remaining chapters each focus on specific, but still broad, aspects of visitors’ experiences in museums and other informal learning environments. These topic chapters cover learning theories and findings from both museum-based and nonmuseum-based (e.g., laboratory) studies that are relevant to the particular subject. As mentioned above, some chapters focus on what psychologists and other social scientists might consider cognitive aspects of learning. Chapter 4 focuses on constructivist and sociocultural theories and research regarding how people at different ages create meaning in museum settings. Chapter 7 explores theories of memory and research on individual and collective remembering in various settings. Other chapters delve into how self-concepts, identities (Chapter 8), and motivatio
吉尔·霍恩斯坦(Jill Hohenstein)和Theano Moussouri在《博物馆学习:理论与研究作为增强实践的工具》(Museum learning: Theory and research as Tools for enhance Practice)一书中处理了一项艰巨的任务，即以可访问和适用于研究人员和实践者的方式，回顾了大量与博物馆有关的学习研究。这组作者指出，“尽管试图弥合差距，但学术界和实践之间的鸿沟在许多方面似乎没有缩小，反而扩大了。我们希望这本书有助于在理论和研究与实践之间提供一个有用的窗口”(第1页)。鉴于他们广泛的研究背景和与博物馆的合作，他们已经准备好朝着这一目标努力。这本书分为两个主要部分。前三章综合了博物馆研究的理论和方法问题。在引言中，Hohenstein和Moussouri指出，人们经常关注学习的认知方面，而忽视了学习的其他方面(如情感方面)，他们试图超越“学习作为对事实的记忆”的概念(第4页)。第二部分的一些章节(如下所述)关注传统的认知领域，如记忆和动机，而其他章节则涵盖了权力、真实性、还有其他一些话题让我们不再认为学习是存在于学习者头脑中的东西。接下来的两章全面总结了各种学习理论和相关的研究方法，并讨论了理论、研究和实践如何交叉。总的来说，根据读者的学习经验，这一部分构成了对不熟悉的概念的介绍或对熟悉的材料的回顾。本书非常强调建构主义的学习方法，这当然是有道理的，尽管更多地覆盖社会文化学习理论的基础，如维果茨基和布迪厄的理论，将是这些早期章节的一个很好的补充。许多这些社会文化方法出现在后面，作者详细解释了它们，并在书的第二部分中占据了重要的部分。其余各章都侧重于博物馆和其他非正式学习环境中游客体验的具体方面，但仍然广泛。这些主题章节涵盖了与特定主题相关的博物馆和非博物馆(例如，实验室)研究的学习理论和发现。如上所述，一些章节关注心理学家和其他社会科学家可能认为的学习的认知方面。第四章侧重于关于不同年龄的人如何在博物馆环境中创造意义的建构主义和社会文化理论和研究。第7章探讨记忆理论以及在不同情境下对个人和集体记忆的研究。其他章节则深入探讨了自我概念、身份(第8章)和动机(第9章)如何影响博物馆参观者的体验。这些站在
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