Visualizing biological data in museums: Visitor learning with an interactive tree of life exhibit
Visualizing biological data in museums: Visitor learning with an interactive tree of life exhibit
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博物馆中生物数据的可视化：参观者通过互动生命树展览进行学习
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Chia Shen
中科院分区：
文献类型：
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作者：
Michael S. Horn;B. Phillips;E. M. Evans;Florian Block;J. Diamond;Chia Shen
在这项研究中，我们调查了博物馆参观者对由 70,000 多个物种组成的进化生命树的交互式可视化的学习和参与情况。这项研究是在两个自然历史博物馆进行的，参观者在多点触控桌面显示屏上使用直接触摸手势协作探索生命之树。在这项研究中，247 名 8 至 15 岁的青少年被随机分配到四种情况之一。在其中两种情况下，成对的青少年与不同版本的生命之树桌面展览互动，持续时间固定为 10 分钟。在第三种情况下，两人观看了一段 10 分钟的类似主题的视频。然后将个人对 53 项离职面谈的回答与第四个基线条件的回答进行比较。与基线条件相比，与桌面展品互动的参观者更有可能正确推理核心进化概念，特别是共同血统和共同祖先。他们也更有可能正确解释系统发育树图。为了调查影响这些学习成果的因素，我们使用线性混合模型来分析二人与展览的言语参与和身体互动的测量。这些模型表明，虽然我们的言语和身体测量是相关的，但它们本身就占了很大一部分差异，与青少年年龄、先验知识和父母背景无关。我们的结果证明，使参观者能够探索大型科学数据集的多点触控互动展览可以提供引人入胜且有效的学习机会。 © 2016 Wiley periodicals, Inc. J Res Sci Teach 53: 895–918, 2016
In this study, we investigate museum visitor learning and engagement at an interactive visualization of an evolutionary tree of life consisting of over 70,000 species. The study was conducted at two natural history museums where visitors collaboratively explored the tree of life using direct touch gestures on a multi-touch tabletop display. In the study, 247 youth, aged 8–15 years, were randomly assigned in pairs to one of four conditions. In two of the conditions, pairs of youth interacted with different versions of the tree of life tabletop exhibit for a fixed duration of 10 minutes. In a third condition, pairs watched a 10 minute video on a similar topic. Individual responses on a 53-item exit interview were then compared to responses from a fourth, baseline condition. Contrasting with the baseline condition, visitors who interacted with the tabletop exhibits were significantly more likely to reason correctly about core evolutionary concepts, particularly common descent and shared ancestry. They were also more likely to correctly interpret phylogenetic tree diagrams. To investigate the factors influencing these learning outcomes, we used linear mixed models to analyze measures of dyads’ verbal engagement and physical interaction with the exhibit. These models indicated that, while our verbal and physical measures were related, they accounted for significant portions of the variance on their own, independent of youth age, prior knowledge, and parental background. Our results provide evidence that multi-touch interactive exhibits that enable visitors to explore large scientific datasets can provide engaging and effective learning opportunities. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 895–918, 2016