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Recently, alternate reality games (ARGs) have been applied in museum learning to encourage learners' active engagement through playful problem‐solving activities. However, most learners have insufficient prior knowledge and metacognitive skills to complete the learning tasks in such games. To support learning with ARGs, there is a need to provide proper feedback so that the learners are capable of self‐regulated learning and solving the problems encountered during the learning process. Considering the influences of individual differences, this research developed a chatbot as a learning partner in ARG‐based learning to support students' learning with adaptive feedback in a museum. A quasi‐experimental study was conducted to evaluate the effectiveness with and without the proposed approach. The results showed that the AI‐based chatbot approach could significantly improve learners' metacognition awareness, emotional engagement and behavioural engagement. Besides, it is helpful to facilitate students' double‐loop learning.Practitioner notesWhat is already known about this topicAlternate reality games (ARGs) enable students to interact with real‐world contexts.The complexities of real contexts and ambiguities of the ARGs could frustrate students and demotivate their engagement in problem‐solving activities.Conventional corrected feedback may fail to match individual students' requirements in solving encountered problems.What this paper addsAn AI‐based chatbot was designed as a smart learning partner to support the students in solving encountered problems.The experimental results showed that the proposed approach improved students' metacognitive awareness and engagement.A drawing analysis and a behaviour sequential analysis were applied to further examine the students' perceptions and behavioural patterns.Implications for practice and/or policyIt is potentially worth integrating AI‐based chatbots into game‐based learning to promote students' metacognitive awareness and engagement.AI‐based chatbots provide adaptive feedback to effectively facilitate students' self‐regulated learning and double‐loop learning. [ABSTRACT FROM AUTHOR]

Museum learning is beneficial for social inclusion, deepening partnerships between schools and museums, and increasing levels of pupil attainment. While there have been numerous empirical studies on the use of haptics in formal educational settings, few have explored the effect of haptic interaction on learning outcomes in museum learning. This study looks at an interactive 3D artifact simulation using a haptic interface and a non-haptic interface, with one group using 3D hand motions and receiving visual/haptic stimuli, and another group using a mouse and only receiving visual stimuli. Forty individuals majored in arts or social science courses were asked to perform four main interactive tasks about 3D collection. Using a triangulation of assessment scores, investing time, and satisfaction with interactions with the 3D artifact simulation, we explored the efficacy of haptic interaction in improving museum learning. The results showed that in general, the haptic interaction was more helpful in promoting learning performance in relation to 3D collections. However, significant differences only occurred in relation to the volume and material interactive tasks, and not in relation to the contour and color interactive tasks. The Findings reveal that the visual/haptic stimuli provided by haptic interaction in museum learning has a stronger modality effect on human information processing, and the effect of haptic interaction depends on the coupling of interactive tasks and sensorimotor experiences. Further, psychological immersion is more likely to occur when using haptic interaction, and haptically augmented 3D artifacts attract learners' attention, enhancing learner engagement and motivation. Explanations for these results are synthesized from the perceptual symbol, embodied cognition, and immersion theories. [ABSTRACT FROM AUTHOR]

This article considers the ways that movement can be used as an affective experience for art museum visitors. In so doing, the correlation between art experience and cultural history is explored through the relationship between movement and language. This exploration can be utilized to cultivate important conversations regarding the role of the unwelcome body in the institutionalized museum space that has been difficult to recognize and articulate utilizing traditional Western histories, contexts, and methods of understanding and discussion. Here, the experience of moving with an art object, rather than around or in front of, increases the connection, or relation, between the user and the object despite unfamiliarity with museum spaces or art objects. Rather than asking the participant to interpret the art object verbally in a way that is understandable to others, this article argues that using movement allows the participants to interpret what they are thinking and feeling in a way that is specific to their minds, bodies and cultural contexts. Experimental movement might interrupt the inhibiting quality of many museum experiences by making space for visitors' thoughts, feelings and experiences above all else. [ABSTRACT FROM AUTHOR]

A personal account of a school group museum visit that had an impact beyond the classroom, crossing language barriers, and transcending time and geographies. [ABSTRACT FROM AUTHOR]

Museums have been paying an increasing attention to the design of experiences conducive to informal learning. While spontaneous inquiries in museums often pique visitors' intrinsic motivation to learn, certain structures or scaffolds are needed to facilitate sense making in museum learning. Two promising approaches are identified: metacognitive scaffolding and augmented reality (AR) that offer on-demand content and interactions. This study aimed to answer the following research question: Compared with metacognitive scaffolding alone, how does the access to additional AR content affect informal learning experiences in a science museum in terms of science content knowledge, intrinsic motivation, and cognitive load?. The sample of the study consisted of 63 sixth-grade students divided into two groups. The treatment group (31) received both metacognitive scaffolding and AR support in their museum visit, whereas the control group (32) received only metacognitive scaffolding. A quasi-experimental research design was conducted. The independent variable was the treatment conditions, and the dependent variables were students' science knowledge test performance, learning motivation, and cognitive load. The research instrument for this study included a science knowledge test, a learning motivation survey, and a perceived cognitive load questionnaire. The results revealed that the combination of metacognitive scaffolding and AR led the treatment group to significantly outcome the control group in the science knowledge post-test, but the effect did not last in the 2-week delayed retention test. The control group perceived more importance in the museum learning activity. No difference was found in cognitive load. Metacognitive scaffolding may have an enduring impact on science learning in museums. The long-term impact of AR needs further investigation. Balance should be maintained between structure and open exploration to sustain intrinsic motivation in informal learning settings. [ABSTRACT FROM AUTHOR]

In recent years, more and more technical tools have been introduced into various museums, bringing new opportunities and challenges for the research of museum learning. Whether the application of these technologies can effectively improve the effects of museum learning has become a major problem perplexing museum learning researchers. In this paper, a meta-analysis method is used to analyze and evaluate the 42 experimental or quasi-experimental studies on the technology application in the field of museum learning in the past decade. The results show that the technology application has a moderate or higher effect on museum learning, moreover, the age of learners, the type of technology, the type of museum and the visiting pattern of museum will significantly affect the effectiveness of technology on the museum learning. Therefore, the museum institutions can learn from excellent cases to accelerate the application of museum technology, give priority to the construction of digital resources, continue to promote the specialisation of museum technology application, and better play the role of technology in museum education. [ABSTRACT FROM AUTHOR]

Experiences during the early years shape our lives as adults, including our appreciation and understanding of science. Even though early years audiences make up a significant number of visitors in many museums, they are an underresearched age group, particularly in science museums. This paper addresses this gap by considering young children's learning at the Science Museum in London. Two approaches to support learning from unfamiliar objects were tested with 4-7 year-olds in family groups. The first approach involved families creating a display that featured a small replica of the original object. The second approach involved displaying familiar objects or modern versions with conversation prompts next to the original objects. The testing included observations and semi-structured interviews with a total of 16 family groups. Findings show that families use play to create familiarity and context around objects. Guided play provides opportunities for families to tap into their existing understanding and interests, and in this way allows families to learn from objects. These findings highlight the importance of providing for and encouraging play on gallery to support young children's learning from objects. Young children can successfully be supported to learn from unfamiliar objects in object-rich galleries in a science museum. [ABSTRACT FROM AUTHOR]

Copyright of Hellenic Journal of Research in Education / Ereuna Stīn Ekpaideusī is the property of Laboratory of Research in Pedagogy & Educational Practices and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hellenic Journal of Research in Education / Ereuna Stīn Ekpaideusī is the property of Laboratory of Research in Pedagogy & Educational Practices and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Experiences during the early years shape our lives as adults, including our appreciation and understanding of science. Even though early years audiences make up a significant number of visitors in many museums, they are an under-researched age group, particularly in science museums. This paper addresses this gap by considering young children’s learning at the Science Museum in London. Two approaches to support learning from unfamiliar objects were tested with 4–7 year-olds in family groups. The first approach involved families creating a display that featured a small replica of the original object. The second approach involved displaying familiar objects or modern versions with conversation prompts next to the original objects. The testing included observations and semi-structured interviews with a total of 16 family groups. Findings show that families use play to create familiarity and context around objects. Guided play provides opportunities for families to tap into their existing understanding and interests, and in this way allows families to learn from objects. These findings highlight the importance of providing for and encouraging play on gallery to support young children’s learning from objects. Young children can successfully be supported to learn from unfamiliar objects in object-rich galleries in a science museum.

• This paper investigates the concept of suzhi in the context of museum education in China. • Prior research mostly focused on the realisation of suzhi education in formal schooling. • Findings indicate that visitors and museum professionals buy into suzhi in museum practice. Suzhi education, as a long-term promoted slogan, has been promulgated for over two decades by the Chinese government. There is a heated debate over its meaning, utilisation and evaluation, which is important in comprehending China's recent educational reform. The current discussion tends to concentrate on the politically and institutionally embodied educational reforms in school settings, whereas how the suzhi discourse informs and reshapes informal/non-formal educational settings like museums remains scarce. Drawing on these gaps, this paper presents a deconstruction of suzhi discourse in a major Chinese museum, by exploring how the promoted suzhi discourse has influenced the educational practices at cultural institutions. It further examines the practices and experiences of participants through the notion of suzhi. The study finds out that the museum practice is deeply affected by this notion and participants buy into the idea, fostering its impact across different life stages and generations in various ways. [ABSTRACT FROM AUTHOR]

Copyright of Museologica Brunensia is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite rapid growth in young children visiting museums, and an increasing acknowledgement that these visits are important to children's development as cultural citizens [Mudiappa and Kluczniok 2015. "Visits to Cultural Learning Places in the Early Childhood." European Early Childhood Education Research Journal 23 (2): 200–212] there is still relatively little published research on children's encounters with them [Hackett, Holmes, and Macrae 2020. Working with Young Children in Museums: Weaving Theory and Practice. London: Routledge]. Our practitioner-led 'playgroup-in-residence' explored how young children made sense of the museum in dialogue with the objects, spaces, and people within it. Working within an interpretivist framework, we collectedrich multimodal data and used grounded theory to identify significant patterns in children's responses. One important theme was the way in which children made marks and left traces to both explore and communicate their emerging sense of belonging within the museum. Our findings have implications for understanding how young children enter into dialogue with environments outside the home. This work is important as we emerge from the COVID-19 pandemic, during which children have spent long periods at home. It is vital that we support them to forge relationships with places and spaces within the wider community. [ABSTRACT FROM AUTHOR]

Copyright of Muzealnictwo is the property of Index Copernicus International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Active inquiry plays a key role in science education. To facilitate children's motivation, alternate reality games are applied to engage children actively in inquiry in authentic learning contexts. However, the complexity of real‐world contexts and the ambiguity of game puzzles increase the difficulty for children to conduct effective inquiries. To achieve successful inquiry‐based learning, concept mapping is an effective learning strategy to guide children to organise related information as well as to brainstorm for possible solutions. Accordingly, this study proposes a mobile concept mapping‐based questioning approach for environmental education. A quasi‐experimental study was conducted to evaluate the effectiveness of the proposed approach and the conventional questioning approach in game‐based inquiry‐based learning. The results showed that the proposed approach had a more significant effect on learning achievement, critical thinking, and learning attitude than the conventional questioning approach. However, cognitive overload negatively affected the children's learning. Besides, it was found that improper use of concept maps could limit their creative problem‐solving performances. Practitioner notesWhat is already known about this topic Alternate reality game (ARG) significantly promotes children's learning motivation and engagement of game‐based inquiry learning activities.Most children have difficulties in learning with ARGs due to the complexity of real‐world contexts and the ambiguity of the puzzles.Children cannot construct knowledge effectively without proper learning supports in their cognitive process; however, it is challenge to provide proper learning supports without distracting children from gaming.What this paper adds An ARG with a mobile concept mapping‐based questioning approach (ARG‐CMQ) was applied to facilitate meaningful inquiry‐based learning for children in different real environments (school campuses and in science museums).Both quantitative and qualitative analyses were examined to identify the effect of different learning strategies to support children learning with ARGs.ARG‐CMQ improved children's learning achievement, critical thinking and learning attitude better than conventional ARGs.ARG‐CMQ might limit children's divergent thinking and influences their creative problem‐solving performance.Implications for practice and/or policy ARG‐CMQ is a potential approach for inquiry‐based learning in real environments, especially in improving learning perceptions and higher‐order cognitive abilities.ARG‐CMQ can be used to support competency‐based education. [ABSTRACT FROM AUTHOR]

Parent-child conversations in everyday interactions may set the stage for children's interest and understanding about science. Studies of family conversations in museums have found links to children's engagement and learning. Stories and narratives about science may spark children's interest in science topics. This study asks whether a museum exhibit that provides opportunities for families to create narratives might encourage families' explanatory science talk throughout the rest of the exhibit. The project focused on the potential impact of a hands-on story-telling exhibit, the “spin browser” embedded within a larger exhibition focused on fossilized mammoth bones—Mammoth Discovery! at Children's Discovery Museum of San Jose. Participants were 83 families with children between 3 and 11 years (mean age 7 years). We coded families' narrative talk (telling stories about the living mammoth or the fossil discovery) and connecting talk (linking the story to other nearby exhibits) while families visited the spin browser, and we also coded families' explanatory science talk at the exhibits that contained authentic fossil bones and replica bones. The parents in families who visited the spin browser (n = 37) were more likely to engage in science talk at the fossil exhibits than those in families who did not visit the spin browser (n = 46). Further, a regression analysis showed that family science talk at the fossil exhibits was predicted by parents' connections talk and children's narrative talk at the spin browser. These findings suggest that families' narratives and stories may provide an entry point for science-related talk, and encourage future study about specific links between storytelling and science understanding.

In laboratory-based research, children recognize who is an expert and demonstrate an interest in learning from that person. However, children prefer positive information in the moment and sometimes prioritize positivity over expertise. To what extent do these social judgments (e.g., a preference for positivity) relate to information that children remember? We investigated the relation between these judgments and memory at a local science center to better understand children’s learning outcomes in naturalistic settings. We examined the extent to which 4- to 8-year-olds accepted facts about an unfamiliar animal from a zookeeper informant (i.e., expert) and a maternal figure (i.e., non-expert) when these facts were positive, negative, or neutral. Children endorsed positive information as correct, regardless of expertise, but demonstrated the strongest memory for neutral information. We discuss the implications of this dissociation for learning outcomes in naturalistic contexts as well as theoretical frameworks regarding children’s learning from others.

Parent-child conversations in everyday interactions may set the stage for children's interest and understanding about science. Studies of family conversations in museums have found links to children's engagement and learning. Stories and narratives about science may spark children's interest in science topics. This study asks whether a museum exhibit that provides opportunities for families to create narratives might encourage families' explanatory science talk throughout the rest of the exhibit. The project focused on the potential impact of a hands-on story-telling exhibit, the "spin browser" embedded within a larger exhibition focused on fossilized mammoth bones— Mammoth Discovery! at Children's Discovery Museum of San Jose. Participants were 83 families with children between 3 and 11 years (mean age 7 years). We coded families' narrative talk (telling stories about the living mammoth or the fossil discovery) and connecting talk (linking the story to other nearby exhibits) while families visited the spin browser, and we also coded families' explanatory science talk at the exhibits that contained authentic fossil bones and replica bones. The parents in families who visited the spin browser (n = 37) were more likely to engage in science talk at the fossil exhibits than those in families who did not visit the spin browser (n = 46). Further, a regression analysis showed that family science talk at the fossil exhibits was predicted by parents' connections talk and children's narrative talk at the spin browser. These findings suggest that families' narratives and stories may provide an entry point for science-related talk, and encourage future study about specific links between storytelling and science understanding. [ABSTRACT FROM AUTHOR]

In laboratory-based research, children recognize who is an expert and demonstrate an interest in learning from that person. However, children prefer positive information in the moment and sometimes prioritize positivity over expertise. To what extent do these social judgments (e.g., a preference for positivity) relate to information that children remember? We investigated the relation between these judgments and memory at a local science center to better understand children's learning outcomes in naturalistic settings. We examined the extent to which 4- to 8-year-olds accepted facts about an unfamiliar animal from a zookeeper informant (i.e., expert) and a maternal figure (i.e., non-expert) when these facts were positive, negative, or neutral. Children endorsed positive information as correct, regardless of expertise, but demonstrated the strongest memory for neutral information. We discuss the implications of this dissociation for learning outcomes in naturalistic contexts as well as theoretical frameworks regarding children's learning from others. [ABSTRACT FROM AUTHOR]

In 2008, China's museums began to offer free admission, which led to an explosive growth in the number of visitors. As a result, more researchers are examining how to determine the learning experience of museum visitors, and improving it gradually will be the next direction for the development of Chinese museums. The Contextual Model of Learning is one of the most effective theoretical frameworks to evaluate museum learning as has been proved by a large number of studies. However, this model has not yet been systematically tested within the Chinese context. The purpose of this study was to examine the cross-cultural adaptability of the Contextual Model of Learning. To this end, this research surveyed 114 adult visitors to a Shandong Museum's history exhibition. Our results suggested that motivation in the personal context as well as light design and orientation in the physical context have a significant influence on museum learning. The factor of within-group sociocultural mediation was moved from the sociocultural to the personal context. The new framework can better describe the relationship between various factors and can be directly applied to the evaluation of the effectiveness of Chinese exhibitions. [ABSTRACT FROM AUTHOR]

Out of all the different types of groups that visit history museums, families are the most frequent visitors to museums in China. Just like the "Dawn of Civilization" exhibit at the Jilin Provincial Museum, most permanent exhibits do not pay enough attention to families' needs (particularly the need for learning), nor do they encourage group interaction or accommodate multiple users. In this study, we observed 133 families during their exploration of one exhibition hall at a regional museum and pays attention to how they physically and verbally interacted. In addition, 456 questionnaires and 60 interviews were conducted. Our results indicate that although it seems impossible to thoroughly reject current designs to construct family-friendly exhibits, it remains necessary to treat our results as guidance for future development. [ABSTRACT FROM AUTHOR]

This qualitative case study explored the experiences of two teachers participating in a visual literacy online professional development course sponsored by a state-funded art museum. As the world becomes more visual, there is a continued need for teachers to develop the skills needed to foster visual literacy in their students; therefore, the goal of this work was to amplify the experiences of these veteran teachers throughout the course, as well as in their classrooms, to reflect their growth throughout the program. Drawing primarily on Tishman's 'slow looking' and Perkins' (1994) concept of the 'intelligent eye' and the 'dispositions' for viewing art, the study was framed around the following research questions: 1) What are the experiences of teachers participating in an online visual literacy course? and 2) What dispositions do teachers take on when fostering visual literacy in their classrooms? The findings from this study highlight some of the difficulties the teachers faced, particularly in navigating an online terrain, but also some levels of discomfort with the visual literacy material. However, they also reveal how the two teachers found new ways to 'attend' to art, as well as new classroom skills and techniques they each brought back into their classrooms. [ABSTRACT FROM AUTHOR]

How can regional art galleries support the development of cultural understanding in their communities? The 2019 collaborative project Aratoi: Our Journeys to Aotearoa between Nelson, New Zealand's Suter Art Gallery te Aratoi o Whakatū and eight local schools explored this question. Students' artworks were hung alongside the gallery's collection, enriching dialogue within the exhibition through the provision of voices otherwise absent. Building on the gallery's collection and history, this project demonstrated the evolution of the gallery's colonial roots into a broader discussion of culture. Participating teachers believed the project allowed public recognition of students' abilities and ideas; expression of a school community's special character; cross-curricular learning; cohesive whole school learning; bicultural learning; and pre-service teacher development. It also enabled meaningful exploration of Aotearoa New Zealand's histories. [ABSTRACT FROM AUTHOR]

The research project is a small pilot study of the restorative aspects of museum experience on children; these include the sense of fascination during the visit. Museum environmental awareness was a latecomer to Museum and Visitor studies but is now highly valued. No longer just the “objects” contained in the museum fascinate but also the environment itself becomes an object of fascination. Some authors provide a clear categorization of feelings experienced by the visitor during a museum experience and suggest a framework with four categories of satisfying experience: objective, cognitive, introspective, and social. In designing our study, we began with the definition of museum experience and added a fifth category of “environmental experience.” With this term, we refer to the extent to which the physical environment in and around a museum affects visitors. Indeed, our aim is to analyze the visitor’s stream of feelings and opinions during a museum visit (specifically, the MART—Museum of Modern and Contemporary Art of Trento and Rovereto) to find a proper definition of the aesthetic elements characterizing the “environmental preference.” To do this, we referenced classical and experimental paradigms of Environmental Psychology applied to a museum context and building aesthetic researches, combining qualitative and quantitative approaches. The case study involved 41 children, 20 male and 21 female, from two primary school classes in Rovereto (Italy); the average age was 8.3 years old.

This study examined the effects of two pedagogical training approaches on parent-child dyads’ discussion of scientific content in an informal museum setting. Forty-seven children (mean age = 5.43) and their parents were randomly assigned to training conditions where an experimenter modeled one of two different pedagogical approaches when interacting with the child and a science-based activity: (1) a scientific inquiry-based process or (2) a scientific statement-sharing method. Both approaches provided the same information about scientific mechanisms but differed in the process through which that content was delivered. Immediately following the training, parents were invited to model the same approach with their child with a novel science-based activity. Results indicated significant differences in the process through which parents prompted discussion of the targeted information content: when talking about causal scientific concepts, parents in the scientific inquiry condition were significantly more likely to pose questions to their child than parents in the scientific statements condition. Moreover, children in the scientific inquiry condition were marginally more responsive to parental causal talk and provided significantly more scientific content in response. These findings provide initial evidence that training parents to guide their children using scientific inquiry-based approaches in informal learning settings can encourage children to participate in more joint scientific conversations.

The research project is a small pilot study of the restorative aspects of museum experience on children; these include the sense of fascination during the visit. Museum environmental awareness was a latecomer to Museum and Visitor studies but is now highly valued. No longer just the "objects" contained in the museum fascinate but also the environment itself becomes an object of fascination. Some authors provide a clear categorization of feelings experienced by the visitor during a museum experience and suggest a framework with four categories of satisfying experience: objective, cognitive, introspective, and social. In designing our study, we began with the definition of museum experience and added a fifth category of "environmental experience." With this term, we refer to the extent to which the physical environment in and around a museum affects visitors. Indeed, our aim is to analyze the visitor's stream of feelings and opinions during a museum visit (specifically, the MART—Museum of Modern and Contemporary Art of Trento and Rovereto) to find a proper definition of the aesthetic elements characterizing the "environmental preference." To do this, we referenced classical and experimental paradigms of Environmental Psychology applied to a museum context and building aesthetic researches, combining qualitative and quantitative approaches. The case study involved 41 children, 20 male and 21 female, from two primary school classes in Rovereto (Italy); the average age was 8.3 years old. [ABSTRACT FROM AUTHOR]

This study examined the effects of two pedagogical training approaches on parent-child dyads' discussion of scientific content in an informal museum setting. Forty-seven children (mean age = 5.43) and their parents were randomly assigned to training conditions where an experimenter modeled one of two different pedagogical approaches when interacting with the child and a science-based activity: (1) a scientific inquiry-based process or (2) a scientific statement-sharing method. Both approaches provided the same information about scientific mechanisms but differed in the process through which that content was delivered. Immediately following the training, parents were invited to model the same approach with their child with a novel science-based activity. Results indicated significant differences in the process through which parents prompted discussion of the targeted information content: when talking about causal scientific concepts, parents in the scientific inquiry condition were significantly more likely to pose questions to their child than parents in the scientific statements condition. Moreover, children in the scientific inquiry condition were marginally more responsive to parental causal talk and provided significantly more scientific content in response. These findings provide initial evidence that training parents to guide their children using scientific inquiry-based approaches in informal learning settings can encourage children to participate in more joint scientific conversations. [ABSTRACT FROM AUTHOR]

Museums employ a diverse range of display models. The most common forms are 'showcases' and 'multimedia displays', which include video installations and the use of interactive tablets. This poses the question of how the learning outcomes differ between showcase and multimedia displays. Focusing on 308 adult visitors across four typologies, this research explores how the learning outcomes differ when similar information is displayed using showcase and multimedia (video installation and interactive tablet) approaches in two exhibitions. Participants were randomly divided into three groups: namely, the showcase, video, and interactive groups. Interviews, questionnaires, and follow-up interviews were conducted to determine the learning outcomes. Results show statistically different learning outcomes between showcase and video installation, but no significant difference between showcase and interactive tablets. Moreover, results confirm a correlation between visitor gender and learning outcome, as well as visitor gender and typologies, but no evident correlation between learning outcomes and visitor typologies. Besides, this study explores the interaction impact on learning outcomes of 120 visitors who watched both showcase and multimedia and results show a correlation between visitors' learning outcomes and different display models (showcase, multimedia and double-channel display). [ABSTRACT FROM AUTHOR]

Copyright of Muzealnictwo is the property of Index Copernicus International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes the unprecedented coming together of New Zealand art gallery educators to respond to the challenges of the 2020 COVID-19 pandemic. This newly formed community of practice met virtually three times at critical points. At each stage, new concerns were discussed and understandings evolved. The gallery educators were able to approach shared issues cooperatively, enabling mutual support to a degree that had hitherto not been possible. By the end of these meetings, gallery educators were reestablishing their regular teaching practice with the integration of many of the innovations of the period. Additionally, the meetings fulfilled a preexisting desire for closer contact and professional support, and thus proved to be the foundation of an ongoing national professional group for New Zealand art gallery educators. [ABSTRACT FROM AUTHOR]

Graduate students in a seminar on cultural heritage resources closely compared the experience of responding to museum artifacts in gallery settings with how those same artifacts might be experienced as digital surrogates. After learning to articulate precise differences between the "real" and the "represented," students applied their understanding of the relative strengths of Web technology to create online experiences for three area museums that were rooted in the fundamental principles of museum learning. The student sites thus transcend much current practice and point the way to exciting new possibilities for future museum Web sites. [ABSTRACT FROM AUTHOR]