Abstract
Designing science exhibits that promote visitor engagement and learning remains a challenge. While theoretical models about visitor learning has been thor-oughly addressed in the academic literature, there is little empirical knowledge about actual exhibit design. This takes place in a landscape of rapidly developing interaction technologies, while the demand for inclusion and equity measures increases. This lit-erature review aims at bridging knowledge from across various disciplines to offer a recent and comprehensible overview, providing a new status quo for further research and practice in exhibit design. Beginning with a definition and introduction of central terms and theoretical constructs around informal learning and visitor experience, the paper continues with a chronological overview of exhibit design research. Finally, a comprehensive female-promoting science exhibit design framework is presented, and major research gaps are identified.
Keywords
exhibit design, visitor experience, inclusive design, informal science education
DOI
https://doi.org/10.21606/drs.2022.195
Citation
Bobbe, T., and Fischer, R. (2022) How to design tangible learning experiences: A literature review about science exhibit design, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.195
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Conference Track
Research Paper
Included in
How to design tangible learning experiences: A literature review about science exhibit design
Designing science exhibits that promote visitor engagement and learning remains a challenge. While theoretical models about visitor learning has been thor-oughly addressed in the academic literature, there is little empirical knowledge about actual exhibit design. This takes place in a landscape of rapidly developing interaction technologies, while the demand for inclusion and equity measures increases. This lit-erature review aims at bridging knowledge from across various disciplines to offer a recent and comprehensible overview, providing a new status quo for further research and practice in exhibit design. Beginning with a definition and introduction of central terms and theoretical constructs around informal learning and visitor experience, the paper continues with a chronological overview of exhibit design research. Finally, a comprehensive female-promoting science exhibit design framework is presented, and major research gaps are identified.