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.
more »
« less
This content will become publicly available on June 23, 2025
Development of an Interactive, Game-based Nuclear Science Museum Exhibit on Probabilistic Risk Assessment
Science and engineering museums must leverage a variety of pedagogical strategies to facilitate
STEM learning for a public audience. Complex, abstract concepts such as reliability engineering
and risk analysis are difficult to convey in a technical manner to non-technical visitors without
losing fidelity. Techniques such as exhibit interactivity, open-ended tinkering, and competitive
games are frequently used to hold visitors’ attention and draw analogies to more familiar
concepts.
Reliability engineering principles are vital to the growth and continued safety of the nuclear
energy industry. General knowledge of risk as it applies to nuclear energy can be expanded by
disseminating this information to the public via engaging educational content. In this paper, we
present the design of an interactive, game-based museum exhibit developed through iterative
collaboration between exhibit designers and reliability engineering researchers at the University
of Maryland, curators at the National Museum of Nuclear Science and History (Nuclear
Museum), and media design students and faculty at the New Mexico Highlands University
(NMHU). Museum visitors have frequently asked how the risks of nuclear power compare to
other energy sources, and to date, no museum exhibit at the Nuclear Museum has answered this
question. This work presents examples of museum exhibit content, artifacts, and graphics to
convey concepts in probabilistic risk assessment at a level accessible to the general public. In
addition to the physical exhibit installation, the game will also be available on the public-facing
museum website to increase the breadth of outreach. Finally, a proposed questionnaire method
for evaluating exhibit efficacy and public engagement is presented. Feedback obtained will allow
for periodic revisions of exhibit content.
more »
« less
- Award ID(s):
- 2045519
- NSF-PAR ID:
- 10512703
- Publisher / Repository:
- ASEE
- Date Published:
- Journal Name:
- Conference of the American Society for Engineering Education
- ISSN:
- 2332-368X
- Format(s):
- Medium: X
- Location:
- Portland, OR
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
more » « less
Abstract This paper describes an
NSF ‐funded study which explored the relationship between female‐responsive exhibit designs and girls' engagement. Across three participating science centers, 906 museum visitors ages 8–13 were observed at 334 interactive physics, math, engineering, and perception exhibits. We measured girls' engagement based on whether they chose to use or return to the exhibits, opted to spend more time at them, or demonstrated deeper engagement behavior. Findings suggest that the design strategies identified in our previously developed Female‐Responsive Design Framework can inform exhibit designs that better engage girls. However, the specific design attributes that address the broader strategies are not all equal: we identified a subset of nine exhibit design attributes that were consistently strongly related to girls' engagement. Further, none of those nine design attributes were harmful to boys' engagement. In practice, we hope educators will help address gender disparities in museums by considering female‐responsive design when creatingSTEM exhibits: broadening their design approaches and choosing among the nineEDGE Design Attributes based on their appropriateness for a particular exhibit experience or set of exhibits. -
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 design-based research engaged the La Brea Tar Pits Museum and university partners in a research practice partnership to enhance place-based science learning through potential AR exhibits. Results from implementation of four design iterations show that AR technology is a promising tool to help learners interact with content that dates back thousands of years and overcome their scientific misconceptions. Furthermore, incorporating AR technology into museum exhibits can update them with 21st learning tools to support visitor enjoyment in science learning.more » « less
-
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/more » « less
-
Microplastics have been found in the most remote locations on Earth as well as in where we live, work, and play. Despite increasing research focus on microplastics, efforts to inform the public about their omnipresence have lagged. To bridge this gap between research and public knowledge, we developed a museum exhibit with interactive and informative displays that explain what microplastics are, how they are formed, where they are found, and what individuals can do about it. In a partnership between researchers at the University of Michigan (Ann Arbor) and staff at the Dossin Great Lakes Museum (Detroit), the exhibit highlights the impacts of microplastic pollution in the region. Collected survey data revealed that museum visitors were aware of microplastic pollution and are worried about it, that they felt the museum exhibit was helpful and informative, and that they are likely to take simple actions to decrease microplastic pollution.more » « less
