ERIC Number: EJ1164143
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Developing & Using Interaction Geography in a Museum
Shapiro, Ben Rydal; Hall, Rogers P.; Owens, David A.
International Journal of Computer-Supported Collaborative Learning, v12 n4 p377-399 Dec 2017
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.
Descriptors: Instructional Design, Interaction, Geography, Geography Instruction, Science Teaching Centers, Museums, Computer Assisted Instruction, Cooperative Learning, Architecture, Visualization, Physical Environment, Informal Education
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: N/A