While perusing the Smithsonian’s National Museum of Natural History, I came across the most intriguing, and comical, exhibit activity: MEanderthal. The line was extremely long for the actual kiosk activity, but alas, there was an iphone app. There was no question in my mind whether MEanderthal would be entertaining or not; I downloaded the application in .58 seconds.
Just like that, my face was virtually morphed into that of a Female Homo Floresiensis. The caption read:
My first reaction: “Great, I’m considered a hobbit; my life is complete.” (Insert sarcastic tone here)
Second reaction: “Wow, this interesting. I do not know much about early humans. I want to read more.”
Although ridiculous is many ways, this application stimulated my interest about a scientific topic I was previously unaware and uninterested about. Users can transform face-pictures into different versions of early humans. Additionally, this application provided engaging resources to learn more about human origins.
When discussing innovative methods to reach the science- illiterate public, applications like MEanderthal and other examples can serve as models that promote an active approach to learning—one that attracts public interest.
In Virtual museums, a survey and some issues for consideration (Styliani et al., 2009), research identified key features of online interactive tools. A few of them included: “Good instructional design; pro-active learning contexts; good balance between learning and leisure; no text-heavy pages to interfere with the learning experience.” Considering these feature, mobile device applications can used to promote learning in and outside the museum experience. For the purposes of off-site education, applications can be used as platforms to obtain and interact with information in engaging ways.
It’s Tyrannosaurus Rex- Smithsonian’s Prehistoric Pals, for example, integrates entertainment with education. By simulating a bygone world through games, a usable interface, and attractive content, users can experience remarkable graphics and sound effects.
What makes this application so intriguing? The oh-so desirable combination of fun and learning, two words that are often unassociated with each other. I propose this model can serve as a framework for scientific communication. Public awareness can be promoted through engaging mobile device users with scientific information and entertainment.
When discussing the myriad of issues surrounding the disconnect between science comprehension and general public knowledge, innovations can be devised to assist in ameliorating this disparity. There are four reasons that support why the model of mobile device applications serves as a suitable method for an increasing the public awareness: accessibility, usability, and engagement. By reaching out to the consumers, getting on their level, the scientific and communication community can reach a large, diverse population; feeding this opportunity to consumers can facilitate their decision to learn more about science. Secondly, the use of mobile devices is spreading rapidly and has evolved into a crucial part of peoples’ daily lives. As people become more accustomed to technological advancements, the way they seek and disseminate information is largely influenced by this phenomenon. Usable applications will make learning convenient. Finally, engaging material and features of applications can highly influence consumer motivation. Making science interesting and comprehensible has proven to be a challenge, but there is great potential for finding ways through application features.
Models of successful applications that promote learning and engagement have set a framework for future innovations. Now, the prime question posed: What’s next? The future is demanding more education to influence policy decisions made by an informed public. The hot (no pun intended) topic of global warming poses an exemplary opportunity. Concerned interest groups, scientist, and citizens can create fun and pro-active learning content for applications. If such applications become popular among the mobile device community, scientific awareness will have a greater presence in the American population. It is time for concerned citizens to develop ideas surrounding the most important issues, key facts that need to be understood, and methods to make applications accessible, usable, and engaging.
Dawson, Greg. BC APP ATTACK. http://blogcritics.org/scitech/article/iphone-app-review-its-tyrannosaurus-rex/#ixzz1QOyFcewn
Kristen – your post on the Smithsonian’s use of interactive mobile apps for learning is very interesting. I didn’t know that the Smithsonian had those tools until you mentioned the app in your blog. I think such kiosk and app-related exhibits attract crowds because people are more interested in things that they can control than stationary exhibits that they can only observe. One of the recommendations that the Soren article mentioned is the ability for users to control the information they receive in a virtual exhibit. I think this development is both beneficial to the museums and to the users, because electronic apps keep exhibit costs down (no physical cleaning and maintenance costs) while allowing the users to take a part of the museum home with them.
ReplyDeleteKristen! I really liked your blog post, as when I was writing my blog I couldn't come up with a solution to 'bridge the gap' between the masses and scientists. I think it is important for museums, like the Smithsonian, to make science more approachable and using technology could be the key, since society today is so driven by it. This subtle learning effect, hidden behind games, could be very instrumental in all scopes (classroom, museums, iPhone apps etc.) in introducing science in a 'fun' way where the players themselves don't even realize they're learning.
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