Developing & using interaction geography in a museum
Developing & using interaction geography in a museum
复制标题
DOI：
10.1007/s11412-017-9264-8
复制
发表时间：
2017-12-01
影响因子：
4.3
通讯作者：
Owens, David A.
中科院分区：
文献类型：
--
作者：
Shapiro, Ben Rydal;Hall, Rogers P.;Owens, David A.
有许多方法支持学习与物理环境、人与人之间的互动或人的运动的关系的研究。然而，这些方法在描述的粒度上所取得的成就，往往在综合和整合方面有所欠缺，迄今为止，还没有有效的方法和概念来同时研究与所有这些维度有关的学习。本文概述了我们的开发和使用一种新的方法来描述，代表和解释人们的互动，因为他们在物理环境中移动。我们称这种方法为互动地理学。它提供了一个更综合和多标量的方式来表征人的互动和运动的物理环境，特别是相关的学习研究和专业设计实践中的非正式学习环境。本文的第一部分阐述了我们的发展和使用互动地理学研究游客参与文化遗产博物馆。特别是，我们说明了蒙德里安转录，一种方法来映射人们的运动和谈话的空间和时间，和互动地理切片器（IGS），一个动态的可视化工具，支持新形式的互动和多模态分析。本文的第二部分描述了一个团队的博物馆教育工作者，策展人，档案管理员，展览设计师使用计算机支持的协作学习（CSCL）环境的基础上互动地理。我们展示了这种环境如何使用交互地理来破坏博物馆专业人员对游客参与和学习的传统观点，然后重新构建这些破坏，使博物馆专业人员能够以创新的方式感知游客参与和学习，从而可能支持他们未来的设计决策。最后，我们讨论如何这项工作可以作为一个蓝图，以指导未来的努力，扩大互动地理的方式，探索新的合作，跨领域的教育，信息可视化，建筑和艺术的文件。
There are many approaches that support studies of learning in relation to the physical environment, people's interaction with one another, or people's movement. However, what these approaches achieve in granularity of description, they tend to lose in synthesis and integration, and to date, there are not effective methods and concepts to study learning in relation to all of these dimensions simultaneously. This paper outlines our development and use of a new approach to describing, representing, and interpreting people's interaction as they move within and across physical environments. We call this approach interaction geography. It provides a more integrative and multi-scalar way to characterize people's interaction and movement in relation to the physical environment and is particularly relevant to learning research and professional design practice in informal learning settings. The first part of this paper illustrates our development and use of interaction geography to study visitor engagement in a cultural heritage museum. In particular, we illustrate Mondrian Transcription, a method to map people's movement and conversation over space and time, and the Interaction Geography Slicer (IGS), a dynamic visualization tool that supports new forms of interaction and multi-modal analysis. The second part of the paper describes one team of museum educators, curators, archivists, and exhibit designers using a computer-supported collaborative learning (CSCL) environment based on interaction geography. We show how this environment used interaction geography to disrupt the conventional views of visitor engagement and learning that museum professionals hold and then reframe these disruptions to enable museum professionals to perceive visitor engagement and learning in innovative ways that potentially support their future design decisions. We conclude the paper by discussing how this work may serve as a blueprint to guide future efforts to expand interaction geography in ways that explore new collaborations across the fields of education, information visualization, architecture, and the arts.