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1. Tar AR: Bringing the past to life in place-based augmented reality science learning.

   Davis, M. ( April 2021 , MuseWeb 2021 Annual Meeting Professional Forum)

   null (Ed.)

   Informal science learning spaces such as museums have been exploring the potential of Augmented Reality (AR) as a means to connect visitors to places, times, or types of content that are otherwise inaccessible. This proposal reports on a design-based research project conducted at La Brea Tar Pits, an active paleontological dig site located within a city park in the heart of Los Angeles. The Natural History Museums of Los Angeles County and the University of Southern California engaged in a research practice partnership to enhance place-based science learning through the design and iterative testing of potential AR exhibits. Results from one implementation show that AR technology increased visitor interest in the park and positive emotions around science content. Significant learning gains and decreases in science misconceptions also occurred for participants. We also give guidance on developing scientifically accurate assets for AR experiences and leading users through a virtual narrative. This presentation offers insights into museum and university partnerships for promoting public understanding of science in informal spaces by leveraging place-based learning through technology-enhanced engagement. https://mw21.museweb.net/proposal/tar-ar-bringing-the-past-to-life-in-place-based-augmented-reality-science-learning/ 

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2. Using Augmented Reality (AR) to Bring the Past to Life in Informal Science Learning

   Herrick, I.R. ; Sinatra, G. ; Kennedy, A. ; Nye, B. ; Swartout, W. ; Lindsey, E. ( January 2022 , National Association for Research in Science Teaching (NARST) International Conference)

   Schwartz, R. ; Roehrig, G. ; Martin-Hansen, L. ; Kemp, P. ; Utano, J. (Ed.)

   A key mission for museums is to engage a large and diverse public audience in science learning (Macdonald, 1997). To that end, science museums attempt to use immersive technologies in entertaining, socially oriented, and innovative ways. An example is the use of augmented reality (AR) to overlay virtual objects onto the real-world (Azuma, Baillot, Behringer, Feiner, Julier, & MacIntyre, 2001).We used a Design Based Research (DBR) approach to develop and test four features of an AR experience to promote place-based science learning in an museum setting. While quantitative differences were not found among conditions in knowledge gained, significant learning gains were seen from pre to post, illustrating the potential for place-based informal science learning. Incorporating AR technology into museum exhibits can update them with 21st tools to support visitor engagement in the learning experience. This research contributes to understanding of usability and logistical issues for different AR designs for a public, outdoor informal settings. 

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3. Tar AR: Using AR to Enhance Science Enjoyment and Informal Science Learning, (Poster)

   Herrick, I.R. ; Sinatra, G.M. ; Kennedy, A. ; Nye, B.D. ; Swartout, W.R. ; & Lindsey, E. ( January 2020 , 2020 APA Annual Meeting)

   Science museums aim to engage a large, diverse public audience in science learning and consequently, attempt to present information in entertaining, socially oriented, and innovative ways. Recent work using augmented reality (defined as technology that overlays virtual objects on to the real world) engages the public using content that is both situated in the context of the exhibit and virtually generated in a way that allows hidden worlds to become visible. However, little is known about how AR technology can facilitate museum visitors science learning. The Tar AR project, a sustained collaborative partnership funded by NSF AISL with La Brea Tar Pits/Natural History Museum of Los Angeles and a local university, explores how an AR experience can: promote visitor enjoyment, enjoyment, increase understanding of scientific topics, and promote user s feelings of ease with AR technology. 

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4. Intelligent science exhibits: Transforming hands-on exhibits into mixed-reality learning experiences

   https://doi.org/10.1080/10508406.2022.2032071  

   Yannier, Nesra ; Crowley, Kevin ; Do, Youngwook ; Hudson, Scott E. ; Koedinger, Kenneth R. ( February 2022 , Journal of the Learning Sciences)

   Museum exhibits encourage exploration with physical materials typically with minimal signage or guidance. Ideally children get interactive support as they explore, but it is not always feasible to have knowledgeable staff regularly present. Technology-based interactive support can provide guidance to help learners achieve scientific understanding for how and why things work and engineering skills for designing and constructing useful artifacts and for solving important problems. We have developed an innovative AI-based technology, Intelligent Science Exhibits that provide interactive guidance to visitors of an inquiry-based science exhibit. We used this technology to investigate alternative views of appropriate levels of guidance in exhibits. We contrasted visitor engagement and learning from interaction with an Intelligent Science Exhibit to a matched conventional exhibit. We found evidence that the Intelligent Science Exhibit produces substantially better learning for both scientific and engineering outcomes, equivalent levels of self-reported enjoyment, and higher levels of engagement as measured by the length of time voluntarily spent at the exhibit. These findings show potential for transforming hands-on museum exhibits with intelligent science exhibits and more generally indicate how providing children with feedback on their predictions and scientific explanations enhances their learning and engagement. 

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5. AR Exhibitions for Sensitive Narratives: Designing an Immersive Exhibition for the Museum of Memory in Colombia

   https://doi.org/10.1145/3532106.3533549  

   Cárdenas Gasca, Ana María ; Jacobs, Jennifer Mary ; Monroy-Hernández, Andrés ; Nebeling, Michael ( June 2022 , DIS '22: Proceedings of the 2022 ACM Designing Interactive Systems Conference)

   Augmented Reality (AR) in human rights museums and memorialization efforts can empower these initiatives to create stronger connections between audiences and victims; however, there is little research on the risks of depicting sensitive narratives through immersive technologies. We examined the opportunities and challenges of applying AR to memorialization by designing and deploying an AR application with a human rights museum in Colombia. We report lessons from our collaboration about navigating the risk of re-victimizing testimonial authors while creating engaging AR interactions. Furthermore, we report on a user study where participants interacted with our museum exhibition. Based on observations of our co-design process and the user study results, we discuss implications for immersive application design with strategies for selecting immersive content, balancing audience engagement, and identifying technology gaps. Finally, we reflect on the implications for collaborations between HCI researchers, human rights professionals, and organizations to inform designs involving sensitive narratives. 

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