Relevant bibliographies by topics / Exhibit learning

Academic literature on the topic 'Exhibit learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Exhibit learning"

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Sharon, Tanya. "Learning Times Two." Teaching of Psychology 39, no. 1 (December 28, 2011): 24–28. http://dx.doi.org/10.1177/0098628311430644.

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This article describes an innovative lab course in which students designed and constructed five developmentally (and locally) appropriate museum exhibits around the theme “Healthy Living.” They installed these at a local children’s museum, designed a pretest/posttest to assess children’s learning from the exhibit, conducted children through the exhibit and the assessment, analyzed the data, and wrote up their results: The exhibits were effective in increasing children’s knowledge. A content analysis of essays by the student researchers, reflecting on what they had learned from the project, revealed learning at multiple levels, from content knowledge to increased self-understanding, perspective taking, and sense of efficacy, and further suggests that students would enjoy and strongly benefit from similar projects. Lessons and suggestions for future undertakings are offered.
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Macrì, Simone, Mert Karakaya, Chiara Spinello, and Maurizio Porfiri. "Zebrafish exhibit associative learning for an aversive robotic stimulus." Lab Animal 49, no. 9 (August 10, 2020): 259–64. http://dx.doi.org/10.1038/s41684-020-0599-9.

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Jorion, Natalie, Jessica Roberts, Alex Bowers, Mike Tissenbaum, Leilah Lyons, Vishesh Kumar, and Matthew Berland. "Uncovering Patterns in Constructionist Collaborative Learning Activities via Cluster Analysis of Museum Exhibit Log Files." Frontline Learning Research 8, no. 6 (November 4, 2020): 77–87. http://dx.doi.org/10.14786/flr.v8i6.597.

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A driving factor in designing interactive museum exhibits to support simultaneous users is that visitors learn from one another, via both observation and conversation. Such collaborative interactions among museum-goers are typically analyzed through manual coding of live- or video-recorded exhibit use. We sought to determine how log data from an interactive multi-user exhibit could indicate patterns in visitor interactions that could shed light on informal collaborative constructivist learning. We characterized patterns from log data generated by an interactive tangible tabletop exhibit using factors like "pace of activity" and the timing of “success events." Here we describe processes for parsing and visualizing log data and explore what these processes revealed about individual and group interactions with interactive museum exhibits. Using clustering techniques to categorize museum-goer behavior and heat maps to visualize patterns in the log data, we found that there were distinct trends in how users approached solving the exhibit: some players seemed more reflective while others seemed more achievement oriented. We also found that the most productive sessions occurred when all four areas of the table were occupied, suggesting that the activity design had a desired outcome to promote collaborative activity.
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Koriat, Asher, Limor Sheffer, and Hilit Ma'ayan. "Comparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice." Journal of Experimental Psychology: General 131, no. 2 (2002): 147–62. http://dx.doi.org/10.1037/0096-3445.131.2.147.

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Moskalyk, M., R. Ohle, A. Henson, S. McIsaac, C. Barriault, B. Doran, and N. Martin. "MP25: Assessing the learning impact of the Northern City of Heroes public exhibit on bystander cardiopulmonary resuscitation response." CJEM 22, S1 (May 2020): S51. http://dx.doi.org/10.1017/cem.2020.173.

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Innovation Concept: In Sudbury, ON 44% of out-of-hospital cardiac arrest (OHCA) patients receive bystander CPR (bCPR), and only 4.7% survive cardiac arrest. The Northern City of Heroes (NCH) community initiative was launched in April 2019 with a goal of improving survival from OHCA through hands-only bCPR in the municipality. One NCH initiative is an interactive exhibit at Science North, a science centre in Sudbury that hosts 250,000 visitors annually. The exhibit employs simulation trainers for CPR, accompanying signage and interactive elements. The goals of the exhibit are to activate bCPR, change and measure behaviours through exhibit interactions on how to deliver excellent CPR, and improve survival rates in OHCA patients. Methods: Data is being collected from 3000 visitors using self-reported surveying via SurveyGizmo to assess likelihood of performing bCPR, pre and post interacting with the exhibit. Visitor behaviour will be examined at the exhibit using video-recorded interactions and coding those behaviours using BORIS software. Behavioural data will be analyzed using the Visitor Engagement Framework (VEF) where initiation, transition and breakthrough learning-behaviours are coded and an exhibit Visitor Engagement Profile (VEP) is created. The VEF and VEP are tools used in informal learning settings to assess exhibit impacts on learning. Curriculum, Tool, or Material: The use of an easily-apprehendable, hands-on exhibit tool located in a public setting, such as a science centre, creates a platform for engaging large and diverse public audiences. This type of bCPR exhibitry has not been implemented in other similar environments. The informal learning setting allows the science centre staff to engage in personalized interactions that can solidify the quality of learning and confidence in employing the new skills developed. Conclusion: The NCH exhibit and new strategies for embedding informal curriculum are powerful tools to reach diverse audiences, build knowledge and skills, and have a measurable impact on bCPR and OHCA survival rates. Data is being captured and tracked by Health Sciences North around the City of Greater Sudbury's bCPR and OHCA survival rates to monitor long-term impacts of the NCH community initiatives. Limitations of the study may be found in the focused demographics as well as the nature of self-reported learning. Future research directions include broader geographical surveying to assess improvements in community response to OHCA as a direct result of an interactive bCPR exhibitry.
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ESTIS, JULIE M., and BRENDA L. BEVERLY. "Children with SLI exhibit delays resolving ambiguous reference." Journal of Child Language 42, no. 1 (February 20, 2014): 180–95. http://dx.doi.org/10.1017/s0305000914000038.

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ABSTRACTFast mapping weaknesses in children with specific language impairment (SLI) may be explained by differences in disambiguation, mapping an unknown word to an unnamed object. The impact of language ability and linguistic stimulus on disambiguation was investigated. Sixteen children with SLI (8 preschool, 8 school-age) and sixteen typically developing age-matched children selected referents given familiar and unfamiliar object pairs in three ambiguous conditions: phonologically distinct word (PD), phonologically similar word (PS), no word (NW). Preschoolers with SLI did not disambiguate, unlike typically developing age-matched participants, who consistently selected unfamiliar objects given PD. School-age children with SLI disambiguated given PD. Delays in disambiguation for young children with SLI suggest limitations in processes that facilitate word learning for typically developing children. School-age children with SLI consistently selected familiar objects for PS, unlike typically developing children, suggesting differences in phonological activation for word learning.
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Iliadi, Konstantin G., Natalia Iliadi, and Gabrielle L. Boulianne. "Drosophila mutants lacking octopamine exhibit impairment in aversive olfactory associative learning." European Journal of Neuroscience 46, no. 5 (August 18, 2017): 2080–87. http://dx.doi.org/10.1111/ejn.13654.

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FALK, JOHN H. "Assessing the Impact of Exhibit Arrangement on Visitor Behavior and Learning." Curator: The Museum Journal 36, no. 2 (June 1993): 133–46. http://dx.doi.org/10.1111/j.2151-6952.1993.tb00786.x.

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Sturman, David A., Daniel R. Mandell, and Bita Moghaddam. "Adolescents exhibit behavioral differences from adults during instrumental learning and extinction." Behavioral Neuroscience 124, no. 1 (2010): 16–25. http://dx.doi.org/10.1037/a0018463.

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Wolff, M., M. Savova, G. Malleret, R. Hen, L. Segu, and M. C. Buhot. "Serotonin 1B knockout mice exhibit a task-dependent selective learning facilitation." Neuroscience Letters 338, no. 1 (February 2003): 1–4. http://dx.doi.org/10.1016/s0304-3940(02)01339-3.

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Dissertations / Theses on the topic "Exhibit learning"

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McClafferty, Terence P. "Visitors' use and understanding of interactive exhibits and learning of scientific concepts." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/1645.

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Visitors use and understanding of interactive exhibits and their learning of scientific concepts was investigated by three studies. The first study categorised visitors' use of a sound exhibit and found that 49% successfully used the exhibit. Understanding was described with a knowledge hierarchy and learning was measured using a pre-test and post-test. Findings indicated that many visitors had prior knowledge of the relevant concepts and 50% of visitors learnt a concept from the exhibit. The second study investigated young children's understanding and interaction with the Mitey Quarry, a cooperative exhibit of four elements, conveyor, elevator, auger and sorter, which were used to move balls around the exhibit. Findings indicated that children's activities and their level of understanding varied for each element, though higher levels were achieved with elements that were easily observable. The children's activities began with observation, and then vacillated between manipulation, operation and control of an element. The third study identified the educational objectives of a physical fitness exhibit, Let's Get Physical, and their achievement by high school students. Findings indicated that the instructional sequence integrated cognitive and affective objectives, and although 42% of students stated their intentions to begin new exercise activities in response to the exhibit message "to be active everyday", after two weeks, these intentions had not been enacted. The research has contributed to improved exhibit design by demonstrating the value of knowledge, activity and affective hierarchies in identifying exhibit objectives and providing a means for evaluation. Hierarchies are an effective way to describe and measure the visitors' use and understanding of interactive exhibits and learning from them.
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Hall, Jennifer Anne. "Exploring the overlap between family learning and exhibit label text at an interactive science exhibit." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12369.

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Visiting in family groupings, many parents and children attend museums expecting their visit to involve learning in some capacity. Families engage in learning experiences when they interact with exhibits designed by the museum. Museums are also responsible for the exhibit label text that accompanies exhibits, which can act as a key educative tool. Using a sociocultural theoretical framework, this study assumed that learning is mediated by social engagement and that a family operates as a unique community of learners. It was also assumed that learning is mediated when a group of family members engage with and respond to settings designed by the museum. In these situations families interact with exhibit label text. This study investigated the ways in which family learning was mediated by exhibit label text. Twenty seven families participated in the study, which employed an interpretive case study approach to data gathering. Each family was considered a singular case with its own unique expectations and agendas, which influenced their exhibit experiences. The exhibit experiences were investigated through an analysis of conversations between parents and children at the exhibit, during which one of four labels was on view. Pre- and post-exhibit experience interviews were conducted with parents who were asked to respond to different label text. The outcomes of this study suggest that exhibit label text can act as a very effective research tool for the identification of family’s learning agendas and experiences. Three key findings were noted: 1. Not all parents consider the same exhibit label text to be relevant to their family learning experience. 2. Parents value label text that prompts and supports their exploration of and conversation about the interactive science exhibit. 3. Parents also consider label text as a mediator of learning opportunities that extend beyond the museum visit. Further recommendations for museum educators, exhibit designers, and researchers are addressed in the concluding chapter, including suggestions for future studies about both family learning and exhibit label text.
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Josefson, Sachel. "Tradeshow exhibits as places of learning| A case study of an exhibit house in the Midwest." Thesis, The University of North Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247139.

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The purpose of this case study was to understand tradeshow exhibits as places of learning. The existing literature suggests that tradeshows are events of learning, but the purpose of this research study was to fill a pronounced gap in the literature by better understanding tradeshow exhibits as places of learning through the perceptions and experiences of industry professionals at a Midwestern exhibit house. Tradeshows have traditionally been understood to be temporary marketplaces where organizations from a given industry convene to display their products and services to potential buyers. While tradeshow exhibits are still seen in this research study as temporary places for trade, this research study went beyond this traditional view, to understand tradeshow exhibits as a complex phenomenon that could facilitate many experiences and opportunities for learning.

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McClafferty, Terence P. "Visitors' use and understanding of interactive exhibits and learning of scientific concepts." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9773.

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Visitors use and understanding of interactive exhibits and their learning of scientific concepts was investigated by three studies. The first study categorised visitors' use of a sound exhibit and found that 49% successfully used the exhibit. Understanding was described with a knowledge hierarchy and learning was measured using a pre-test and post-test. Findings indicated that many visitors had prior knowledge of the relevant concepts and 50% of visitors learnt a concept from the exhibit. The second study investigated young children's understanding and interaction with the Mitey Quarry, a cooperative exhibit of four elements, conveyor, elevator, auger and sorter, which were used to move balls around the exhibit. Findings indicated that children's activities and their level of understanding varied for each element, though higher levels were achieved with elements that were easily observable. The children's activities began with observation, and then vacillated between manipulation, operation and control of an element. The third study identified the educational objectives of a physical fitness exhibit, Let's Get Physical, and their achievement by high school students. Findings indicated that the instructional sequence integrated cognitive and affective objectives, and although 42% of students stated their intentions to begin new exercise activities in response to the exhibit message "to be active everyday", after two weeks, these intentions had not been enacted. The research has contributed to improved exhibit design by demonstrating the value of knowledge, activity and affective hierarchies in identifying exhibit objectives and providing a means for evaluation. Hierarchies are an effective way to describe and measure the visitors' use and understanding of interactive exhibits and learning from them.
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Chauvin, B. A. "How a Museum Exhibit Functions as a Literacy Event for Viewers." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/301.

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The purpose of this study was to investigate museum learning by describing the experiences of selected museum visitors who viewed a specified exhibit. The research question is: How does a museum exhibit function as a literacy event for viewers? The responses to interview questions described what viewing was like for two subjects. The paradigm for this research is New Literacy Studies (NLS). NLS considers the cultural issues surrounding literacy experiences. NLS assumes that language arts reflect cultural differences and literacy involves the process of constructing meaning (Barton, Hamilton, & Ivanic, 2000; Gee, 2000; Street, 1995). This model of literacy considers three factors of literacy: the literacy practice, the literacy event and the text (Barton & Hamilton, 2000). The literacy practice for this dissertation was museum visiting. The literacy event was viewing one museum exhibit. Through research in multiliteracies (Cope & Kalantzis, 2000), objects and written discourse constituted the text. Two high school subjects spent 15 minutes viewing a specified exhibit on separate occasions. They were asked seven questions designed to aid their recall. The Contextual Model of Learning (Falk & Dierking, 2000) was used for describing the phenomenon and for the analyses of the data. The Contextual Model of Learning describes museum learning as the interaction of three spheres: the Physical Context, the Personal Context, and the Socio-cultural Context. The Physical Context was analyzed through narrative description, the Personal Context through micro-analysis (Corbin, 1998; Miles & Huberman, 1994), and the Socio-cultural Context through Critical Discourse Analysis (Fairclough, 1995; Meyer, 2001; van Dijk, 2001; Wodak, 2001). The results show the Physical Context of a museum exhibit facilitates viewers in accessing their Personal and Socio-cultural Contexts to make meaning. The data indicated the subjects of this study formed global concepts, supported main ideas with specific details, constructed cause and effect relationships, formed comparisons, and engaged in other types of cognitive behaviors as they interacted with the text. The results also indicated that the Contextual Model of Learning would best describe the literacy event if the model showed the dominance of the Personal and Socio-cultural Contexts over the Physical Contents.
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Mills, Cory C. "Olfaction and Exhibition| Assessing the Impact of Scent in Museums on Exhibit Engagement, Learning and Empathy." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610506.

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The aim of this investigation is to analyze the effects of incorporating scent-based elements in ethnographic exhibits. Specifically, it attempts to identify changes in patron response to a visual display, with and without a scent element. Groups of patrons were observed throughout their engagement with the exhibit, and interviewed post-engagement to generate data on information retention, opinion on content and empathetic response in relation to the exhibit. Findings suggest that the inclusion of scent did increase memorization of the limited facts reinforced through the scent element. However, there was no detectable difference between the groups on measures of overall comprehension of the subject matter, nor their empathetic responses toward the exhibited culture. The results of the study are discussed as a measure of the observer—observed dichotomy, and the argument is made that multisensory representation in the museum can aid in the facilitation of cross-cultural education.

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Camenzuli, Jonathan. "Voices from the margin : the learning experience of Mathematics by students who exhibit social, emotional and behavioural difficulties." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22202/.

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This Interpretative Phenomenological Analysis (IPA) explores the lived experience of students who present with Social Emotional Behavioural Difficulties (SEBD) during their Mathematics lesson at school. Hence, it attempts to give them a voice with regards to their learning experience in the subject. The aims of the research were to (i) explore how students presenting with SEBD experience learning in the Mathematics classroom; and (ii) suggest educational strategies and interventions that could help in offering students presenting with SEBD with a more engaging learning experience. The participants of this study were four students exhibiting with SEBD aged between 12 and 13 years old. The data was collected over a period of 12 weeks. The main data sources included recorded video diaries and semi-structured interviews. The main research findings indicate that the behaviour of students exhibiting with SEBD in the Mathematics classroom is linked to the curriculum, emotions, relationships, consequences and appraisals.
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Willis, Suzi. "A longitudinal study of the language and memory profiles of children with hearing impairment who exhibit language learning difficulties." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617798/.

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This thesis addresses the vocabulary, language and memory abilities of children with hearing impairment who, despite early provision of hearing aids or a cochlear implant, display substantial difficulties in the development of spoken language: an under-represented group in the literature. The research utilized a longitudinal case series design and standardized vocabulary, language and memory assessments in order to identify patterns and changes in abilities when assessed annually on three occasions. The memory assessment battery contained multiple tests that measure verbal and visual short-term memory and working memory, which enabled an innovative and a comprehensive evaluation of strengths and weaknesses in memory abilities. Six children with hearing impairment who use speech as their primary mode of communication participated in the research. Three data collection points occurred at twelve month intervals within both mainstream schools and schools specializing in the education of children with hearing impairment. This permitted an in-depth assessment of vocabulary and language abilities, as well as the creation of memory and language profiles specific to this group of children. The development of memory profiles from this thesis tentatively suggests that a difference in the quality of auditory input and auditory experience that children with hearing impairment receive may contribute to their difficulties in word storage, early word learning and language development. An exploratory intervention study to enhance vocabulary acquisition was informed by the memory profiles generated in the main study alongside contemporary knowledge gained from other researchers. The aim of the intervention programme was to address the early word learning difficulties and deficits in vocabulary that all the children with hearing impairment in the study exhibited. The findings from the exploratory intervention study provide preliminary evidence for ways in which to individualize therapeutic input for children with hearing impairment who are having considerable difficulties in acquiring vocabulary and developing spoken language.
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Romlin, Henric, Gustav Rudbeck, and Freddie Svendelin. "Den interaktiva djurparken / The interactive zoo." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21200.

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The purpose of this thesis project is to develop a set of interactive digital solutions designed to enhance the interest and knowledge intake of visitors at Skånes Djurpark (Zoo of Scania) in Höör. The project was carried out in collaboration with Skånes Djurpark and representatives from its visitors. Our thesis is based on academic works in the fields of interaction design, exhibit design and contextual learning. Ethnographical field studies have been conducted at Skånes Djurpark with additional field studies at Tropikariet in Helsingborg, Copenhagen Zoo and Regionmuseet Kristianstad. Existing information signs in Skånes Djurpark are primarily image- and textbased, forcing visitors to divert their attention from the different species of Nordic animals that inhabit the zoological park. Our proposed set of designs include interactive signage solutions using audiomedia, which allows visitors to learn by listening to stories while experiencing and physically looking at living animals.
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Ashton, Stephen D. "High Priority Design Values Used by Successful Children's Museum Exhibit Developers: A Multiple Case Study Analysis of Expert Opinions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2630.

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The following qualitative study sought to answer three questions: (1) What are the high priority design values used by expert exhibit developers to create meaningful exhibits at children's museums? (2) How do exhibit developers prioritize these design values? (3) What are the desirable outcomes that exhibit developers seek to achieve with the guests who interact with the exhibits? These questions were answered through interviews with children's museum exhibit developers, personal observations, and artifact analysis. The data collected was organized into four cases, each representing a different children's museum and corresponding exhibit developer. The cases were then compared against each other using multiple case study analysis as described by Stake (2006). The data revealed that most of the developers designed exhibits which promoted family learning by encouraging meaningful interactions between parents and children. Other high priority design values used by exhibit developers included physical engagement, multiple entry points, simplicity, durability, multisensory engagement, staff and volunteer facilitation, safety, and immersive environments. Successful museum exhibits empowered guests and were always created using multiple design values. This thesis may be downloaded for free at http://etd.byu.edu.
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Books on the topic "Exhibit learning"

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Chafe, Anne Elizabeth. Exhibit development for learning effectiveness: The cyclical model. [Toronto: University of Toronto], 1987.

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1947-, Durbin Gail, ed. Developing museum exhibitions for lifelong learning. London: The Stationery Office, 1996.

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What makes learning fun?: Principles for the design of intrinsically motivating museum exhibits. Lanham, Md: AltaMira Press, 2011.

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Falk, John H. Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: AltaMira Press, 2000.

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Museums and the interpretation of visual culture. London: Routledge, 2000.

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Weston, Clive Roland. The role of attributions and emotions in explaining the behavioural responses of carers to aggressive behaviour exhibited by people with learning disabilities. Birmingham: University of Birmingham, 1997.

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Weston, Clive Roland. The role of attributions and emotions in explaining the behavioural responses of carers to aggressive behaviour exhibited by people with learning disabilities. Birmingham: University of Birmingham, 1997.

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Henry, Adam Douglas. Network Segregation and Policy Learning. Edited by Jennifer Nicoll Victor, Alexander H. Montgomery, and Mark Lubell. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190228217.013.23.

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Learning is an important concept in the study of public policy and covers a range of actions where evidence is used to shape and improve decisions, including using science to inform responses to problems; adjusting policy based on successes and failures; and forming new beliefs about salient issues, their causes, and appropriate solutions. Network concepts are central to theoretical treatments of learning. Three assumptions are often made about networks and their role in learning processes: (1) most policy networks exhibit segregation, in the sense that network ties tend to exist among actors with shared traits, such as belief systems or institutional affiliations; (2) segregated networks inhibit policy learning; and (3) network segregation is a result of homophily. This chapter reviews the rich literature underlying each of these propositions and shows that the relationships between networks and learning are more complex than often assumed.
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United States Holocaust Memorial Council, ed. The National Learning Center presents "Remember the children": An exhibit for children about the Holocaust : Capital Children's Museum, 800 Third Street, N.E., Washington, D.C. [Washington, D.C.?: U.S. Holocaust Memorial Council, 1988.

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Capape, Javier, Ruth Aguilera, and Javier Santiso. Spain and Sovereign Wealth Funds. Edited by Douglas Cumming, Geoffrey Wood, Igor Filatotchev, and Juliane Reinecke. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198754800.013.8.

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During the last decade, Spain has become a sovereign wealth fund (SWF) investment destination. This chapter begins by outlining the factors that have led SWFs to Spain. Second, it discusses the different corporate strategies that SWFs exhibit when investing in Spanish companies. It examines these investments in the context of an existing typology of four different strategic governance approaches: corporate governance supervision, in-house capabilities enhancement, international recognition and developmental and learning goals. It then shows how these four strategies are effectively implemented drawing on four investment SWF cases in Spain. The chapter concludes by proposing four new areas of fruitful research on SWFs in fields such as economics, management and international business.
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Book chapters on the topic "Exhibit learning"

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Garcia-Cardona, Sebastian, Feng Tian, and Simant Prakoonwit. "Tenochtitlan - An Interactive Virtual Reality Environment that Encourages Museum Exhibit Engagement." In E-Learning and Games, 20–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65849-0_3.

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Xin, Xin, Wei Liu, Yumei Yan, Xin Zhao, Nan Liu, Xinyue Huang, and Junyi Zhou. "Exploring Interaction Qualities from Teenagers’ Studying Behavior for Learning Feature in Museum Exhibit." In Human Interaction, Emerging Technologies and Future Applications III, 91–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55307-4_14.

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Wang, Quincy Q. "Designing an Interactive Science Exhibit: Using Augmented Reality to Increase Visitor Engagement and Achieve Learning Outcomes." In Immersive Education, 15–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18138-2_2.

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Thalhammer, Stefan, Timothy Patten, and Markus Vincze. "Usability Study of Learning-Based Pose Estimation of Industrial Objects from Synthetic Depth Data." In IFIP Advances in Information and Communication Technology, 285–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72632-4_21.

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AbstractFor visual assistance systems deployed in an industrial setting, precise object pose estimation is an important task in order to support scene understanding and to enable subsequent grasping and manipulation. Industrial environments are especially challenging since mesh-models are usually available while physical objects are not or are expensive to model. Manufactured objects are often similar in appearance, have limited to no textural cues and exhibit symmetries. Thus, these are especially challenging for recognizers that are meant to provide detection, classification and pose estimation on instance level. A usability study of a recent synthetically trained learning-based recognizer for these particular challenges is conducted. Experiments are performed on the challenging T-LESS dataset due to its relevance for industry.
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Fisher, William P., and A. Jackson Stenner. "A Technology Roadmap for Intangible Assets Metrology." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 179–98. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_14.

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AbstractMeasurement plays a vital role in the creation of markets, one that hinges on efficiencies gained via universal availability of precise and accurate information on product quantity and quality. Fulfilling the potential of these ideals requires close attention to measurement and the role of technology in science and the economy. The practical value of a strong theory of instrument calibration and metrological traceability stems from the capacity to mediate relationships in ways that align, coordinate, and integrate different firms’ expectations, investments, and capital budgeting decisions over the long term. Improvements in the measurement of reading ability exhibit patterns analogous to Moore’s Law, which has guided expectations in the micro-processor industry for almost 50 years. The state of the art in reading measurement serves as a model for generalizing the mediating role of instruments in making markets for other forms of intangible assets. These remarks provide only a preliminary sketch of the kinds of information that are both available and needed for making more efficient markets for human, social, and natural capital. Nevertheless, these initial steps project new horizons in the arts and sciences of measuring and managing intangible assets.
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Klein, Julia, and Tatjana Petrov. "Understanding Social Feedback in Biological Collectives with Smoothed Model Checking." In Leveraging Applications of Formal Methods, Verification and Validation. Adaptation and Learning, 181–98. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19759-8_12.

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AbstractBiological groups exhibit fascinating collective dynamics without centralised control, through only local interactions between individuals. Desirable group behaviours are typically linked to a certain fitness function, which the group robustly performs under different perturbations in, for instance, group structure, group size, noise, or environmental factors. Deriving this fitness function is an important step towards understanding the collective response, yet it easily becomes non-trivial in the context of complex collective dynamics. In particular, understanding the social feedback - how the collective behaviour adapts to changes in the group size - requires dealing with complex models and limited experimental data. In this work, we assume that the collective response is experimentally observed for a chosen, finite set of group sizes. Based on such data, we propose a framework which allows to: (i) predict the collective response for any given group size, and (ii) automatically propose a fitness function. We use Smoothed Model Checking, an approach based on Gaussian Process Classification, to develop a methodology that is scalable, flexible, and data-efficient; We specify the fitness function as a template temporal logic formula with unknown parameters, and we automatically infer the missing quantities from data. We evaluate the framework over a case study of a collective stinging defence mechanism in honeybee colonies.
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Fryer, Luke K., Alex Shum, and Kaori Nakao. "Motivation to Learn in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 1–17. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_52-1.

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AbstractAs research questions in the rapidly growing field of Open, Distance, and Digital Education shift from if to how these forums should be approached, a paramount and complementary area of research is the accompanying motivation students’ exhibit to learn in ODDE environments. This chapter critically examines the existing literature on student motivation in ODDE at each of the primary, secondary, and tertiary levels, and beyond. Much existing research involves one-off comparisons between students’ motivation in using popular tools such as MOOCs, gamification of learning, interactive whiteboards, and AR/VR tools with not using them. While mixed effects have been observed, seldom are tools catered to theory and context in a manner that best supports students’ learning. To see the field continue to mature, results from studies must be situated within robust theories of motivation in educational psychology. More program-level research built on more stringent standards in design, analysis, and replication is required. Future directions of research are discussed.
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Fryer, Luke K., Alex Shum, and Kaori Nakao. "Motivation to Learn in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 931–47. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_52.

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AbstractAs research questions in the rapidly growing field of Open, Distance, and Digital Education shift from if to how these forums should be approached, a paramount and complementary area of research is the accompanying motivation students’ exhibit to learn in ODDE environments. This chapter critically examines the existing literature on student motivation in ODDE at each of the primary, secondary, and tertiary levels, and beyond. Much existing research involves one-off comparisons between students’ motivation in using popular tools such as MOOCs, gamification of learning, interactive whiteboards, and AR/VR tools with not using them. While mixed effects have been observed, seldom are tools catered to theory and context in a manner that best supports students’ learning. To see the field continue to mature, results from studies must be situated within robust theories of motivation in educational psychology. More program-level research built on more stringent standards in design, analysis, and replication is required. Future directions of research are discussed.
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Lyons, Leilah. "Supporting Informal STEM Learning with Technological Exhibits." In International Handbook of the Learning Sciences, 234–45. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315617572-23.

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Kalenscher, Tobias, Lisa-Maria Schönfeld, Sebastian Löbner, Markus Wöhr, Mireille van Berkel, Maurice-Philipp Zech, and Marijn van Wingerden. "Rat Ultrasonic Vocalizations as Social Reinforcers—Implications for a Multilevel Model of the Cognitive Representation of Action and Rats’ Social World." In Language, Cognition, and Mind, 411–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50200-3_19.

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AbstractRats are social animals. For example, rats exhibit mutual-reward preferences, preferring choice alternatives that yield a reward to themselves as well as to a conspecific, over alternatives that yield a reward only to themselves. We have recently hypothesized that such mutual-reward preferences might be the result of reinforcing properties of ultrasonic vocalizations (USVs) emitted by the conspecifics. USVs in rats serve as situation-dependent socio-affective signals with important communicative functions. To test this possibility, here, we trained rats to enter one of two compartments in a T-maze setting. Entering either compartment yielded identical food rewards as well as playback of pre-recorded USVs either in the 50-kHz range, which we expected to be appetitive or therefore a potential positive reinforcer, or in the 22-kHz range predicted to be aversive and therefore a potential negative reinforcer. In three separate experimental conditions, rats chose between compartments yielding either 50-kHz USVs versus a non-ultrasonic control stimulus (condition 1), 22-kHz USVs versus a non-ultrasonic control stimulus (condition 2), or 50-kHz versus 22-kHz USVs (condition 3). Results show that rats exhibit a transient preference for the 50-kHz USV playback over non-ultrasonic control stimuli, as well as an initial avoidance of 22-kHz USV relative to non-ultrasonic control stimuli on trend-level. As rats progressed within session through trials, and across sessions, these preferences diminished, in line with previous findings. These results support our hypothesis that USVs have transiently motivating reinforcing properties, putatively acquired through association processes, but also highlight that these motivating properties are context-dependent and modulatory, and might not act as primary reinforcers when presented in isolation. We conclude this article with a second part on a multilevel cognitive theory of rats’ action and action learning. The “cascade” approach assumes that rats’ cognitive representations of action may be multilevel. A basic physical level of action may be invested with higher levels of action that integrate emotional, motivational, and social significance. Learning in an experiment consists in the cognitive formation of multilevel action representations. Social action and interaction in particular are proposed to be cognitively modeled as multilevel. Our results have implications for understanding the structure of social cognition, and social learning, in animals and humans.
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Conference papers on the topic "Exhibit learning"

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Dilek, Rosan. "The Nanotechnology Debate: Does It Exhibit Social Learning for Controversial Technologies?" In 2006 Technology Management for the Global Future - PICMET 2006 Conference. IEEE, 2006. http://dx.doi.org/10.1109/picmet.2006.296657.

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Hill, Valerie, and Stylianos Mystakidis. "Maya Island virtual museum: A virtual learning environment, museum, and library exhibit." In 2012 18th International Conference on Virtual Systems and Multimedia (VSMM). IEEE, 2012. http://dx.doi.org/10.1109/vsmm.2012.6365978.

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Chakravorty, Suman, and David Hyland. "Minimax Reinforcement Learning." In AIAA Guidance, Navigation, and Control Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.2003-5718.

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Bobbe, Tina. "How to design tangible learning experiences: A literature review about science exhibit design." In DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.195.

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Lampton, Amanda, Adam Niksch, and John Valasek. "Reinforcement Learning of a Morphing Airfoil-Policy and Discrete Learning Analysis." In AIAA Guidance, Navigation and Control Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2008. http://dx.doi.org/10.2514/6.2008-7281.

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Hsu, John, Srinivasan Raghunathan, and Ricky Curran. "Effective Learning in Systems Engineering." In 46th AIAA Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2008. http://dx.doi.org/10.2514/6.2008-1117.

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Howell, K., and K. Howell. "Introducing group learning into a 'lecture' class." In 35th Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1997. http://dx.doi.org/10.2514/6.1997-845.

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Tumer, Irem, and Anupa Bajwa. "Learning about how aircraft engines work and fail." In 35th Joint Propulsion Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1999. http://dx.doi.org/10.2514/6.1999-2850.

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Feldman, Holly. "Space-Based Antenna Morphing Using Reinforcement Learning." In 45th AIAA Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2007. http://dx.doi.org/10.2514/6.2007-164.

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Pern, N. "Multimedia education system enhances learning efficiency in aerospace engineering." In 40th AIAA Aerospace Sciences Meeting & Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2002. http://dx.doi.org/10.2514/6.2002-1052.

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Reports on the topic "Exhibit learning"

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Landau, Sergei Yan, John W. Walker, Avi Perevolotsky, Eugene D. Ungar, Butch Taylor, and Daniel Waldron. Goats for maximal efficacy of brush control. United States Department of Agriculture, March 2008. http://dx.doi.org/10.32747/2008.7587731.bard.

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Background. Brush encroachment constitutes a serious problem in both Texas and Israel. We addressed the issue of efficacy of livestock herbivory - in the form of goat browsing - to change the ecological balance to the detriment of the shrub vegetation. Shrub consumption by goats is kept low by plant chemical defenses such as tannins and terpenes. Scientists at TAES and ARO have developed an innovative, cost-effective methodology using fecal Near Infrared Spectrometry to elucidate the dietary percentage of targeted, browse species (terpene-richredberry and blueberry juniper in the US, and tannin-rich Pistacialentiscus in Israel) for a large number of animals. The original research objectives of this project were: 1. to clarify the relative preference of goat breeds and the individual variation of goats within breeds, when consuming targeted brush species; 2. to assess the heritability of browse intake and validate the concept of breeding goat lines that exhibit high preference for chemically defended brush, using juniper as a model; 3. to clarify the relative contributions of genetics and learning on the preference for target species; 4. to identify mechanisms that are associated with greater intake of brush from the two target species; 5. to establish when the target species are the most vulnerable to grazing. (Issue no.5 was addressed only partly.) Major conclusions, solutions, achievements: Both the Israel and US scientists put significant efforts into improving and validating the technique of Fecal NIRS for predicting the botanical composition of goat diets. Israeli scientists validated the use of observational data for calibrating fecal NIRS, while US scientists established that calibrations could be used across animals differing in breed and age but that caution should be used in making comparisons between different sexes. These findings are important because the ability to select goat breeds or individuals within a breed for maximal efficiency of brush control is dependent upon accurate measurement of the botanical composition of the diet. In Israel it was found that Damascus goats consume diets more than twice richer in P. lentiscus than Mamber or Boer goats. In the US no differences were found between Angora and Boer cross goats but significant differences were found between individuals within breeds in juniper dietary percentage. In both countries, intervention strategies were found that further increased the consumption of the chemically defended plant. In Israel feeding polyethylene glycol (PEG, MW 4,000) that forms high-affinity complexes with tannins increased P. lentiscus dietary percentage an average of 7 percentage units. In the US feeding a protein supplement, which enhances rates of P450-catalyzed oxidations and therefore the rate of oxidation of monoterpenes, increased juniper consumption 5 percentage units. However, the effects of these interventions were not as large as breed or individual animal effects. Also, in a wide array of competitive tannin-binding assays in Israel with trypsin, salivary proteins did not bind more tannic acid or quebracho tannin than non-specific bovine serum albumin, parotid saliva did not bind more tannins than mixed saliva, no response of tannin-binding was found to levels of dietary tannins, and the breed effect was of minor importance, if any. These fundings strongly suggest that salivary proteins are not the first line of defense from tannin astringency in goats. In the US relatively low values for heritability and repeatability for juniper consumption were found (13% and 30%, respectively), possibly resulting from sampling error or non-genetic transfer of foraging behavior, i.e., social learning. Both alternatives seem to be true as significant variation between sequential observations were noted on the same animal and cross fostering studies conducted in Israel demonstrated that kids raised by Mamber goats showed lower propensity to consume P. lentiscus than counterparts raised by Damascus goats.
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Krainyk, Yaroslav M., Anzhela P. Boiko, Dmytro A. Poltavskyi, and Vladimir I. Zaselskiy. Augmented Reality-based historical guide for classes and tourists. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3747.

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In this paper, development of historical guide based on Augmented Reality (AR) technology is considered. The developed guide application it targeted to be used in different scenarios, in particular, during history learning classes, for guidance of the tourists to exhibits both indoor and outdoor. Common features of all these scenarios are generalized and according to them main information and objects model for forming scene are identified. This part is followed by detailed description of objects and scene representation, markers usage, employment of additional services, etc. Finally, the developed historical guide application has been introduced. It harnesses A-Frame library for processing of models and their representation. The application is able to work with different markers so that it can be extended easily. In addition, one of the main benefits of the developed application is support of multiple platforms because it works from web-browser and does not require installation of additional software. The developed application can be effectively used for all provided scenarios and has potential for further extension.
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Wachen, John, and Steven McGee. Qubit by Qubit’s Middle School Quantum Camp Evaluation Report for Summer 2021. The Learning Partnership, August 2021. http://dx.doi.org/10.51420/report.2021.5.

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Qubit by Qubit’s Middle School Quantum Camp is one of the first opportunities for students as young as eleven to begin learning about the field of quantum computing. In this week-long summer camp, students learn about key concepts of quantum mechanics and quantum computing, including qubits, superposition, and entanglement, basic coding in Python, and quantum gates. By the end of the camp, students can code quantum circuits and run them on a real quantum computer. The Middle School Quantum Camp substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. Students experienced a significant increase in their sense of belonging in STEM and quantum computing following the camp. The camp substantially increased students’ interest in taking additional coursework in STEM and quantum, as well as pursuing careers in STEM and quantum computing.
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Raymond, Kara, Laura Palacios, Cheryl McIntyre, and Evan Gwilliam. Status of climate and water resources at Saguaro National Park: Water year 2019. Edited by Alice Wondrak Biel. National Park Service, December 2021. http://dx.doi.org/10.36967/nrr-2288717.

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Climate and hydrology are major drivers of ecosystems. They dramatically shape ecosystem structure and function, particularly in arid and semi-arid ecosystems. Understanding changes in climate, groundwater, and water quality and quantity is central to assessing the condition of park biota and key cultural resources. The Sonoran Desert Network collects data on climate, groundwater, and surface water at 11 National Park Service units in south-ern Arizona and New Mexico. This report provides an integrated look at climate, groundwater, and springs conditions at Saguaro National Park (NP) during water year 2019 (October 2018–September 2019). Annual rainfall in the Rincon Mountain District was 27.36" (69.49 cm) at the Mica Mountain RAWS station and 12.89" (32.74 cm) at the Desert Research Learning Center Davis station. February was the wettest month, accounting for nearly one-quarter of the annual rainfall at both stations. Each station recorded extreme precipitation events (>1") on three days. Mean monthly maximum and minimum air temperatures were 25.6°F (-3.6°C) and 78.1°F (25.6°C), respectively, at the Mica Mountain station, and 37.7°F (3.2°C) and 102.3°F (39.1°C), respectively, at the Desert Research Learning Center station. Overall temperatures in WY2019 were cooler than the mean for the entire record. The reconnaissance drought index for the Mica Mountain station indicated wetter conditions than average in WY2019. Both of the park’s NOAA COOP stations (one in each district) had large data gaps, partially due to the 35-day federal government shutdown in December and January. For this reason, climate conditions for the Tucson Mountain District are not reported. The mean groundwater level at well WSW-1 in WY2019 was higher than the mean for WY2018. The water level has generally been increasing since 2005, reflecting the continued aquifer recovery since the Central Avra Valley Storage and Recovery Project came online, recharging Central Arizona Project water. Water levels at the Red Hills well generally de-clined starting in fall WY2019, continuing through spring. Monsoon storms led to rapid water level increases. Peak water level occurred on September 18. The Madrona Pack Base well water level in WY2019 remained above 10 feet (3.05 m) below measuring point (bmp) in the fall and winter, followed by a steep decline starting in May and continuing until the end of September, when the water level rebounded following a three-day rain event. The high-est water level was recorded on February 15. Median water levels in the wells in the middle reach of Rincon Creek in WY2019 were higher than the medians for WY2018 (+0.18–0.68 ft/0.05–0.21 m), but still generally lower than 6.6 feet (2 m) bgs, the mean depth-to-water required to sustain juvenile cottonwood and willow trees. RC-7 was dry in June–September, and RC-4 was dry in only September. RC-5, RC-6 and Well 633106 did not go dry, and varied approximately 3–4 feet (1 m). Eleven springs were monitored in the Rincon Mountain District in WY2019. Most springs had relatively few indications of anthropogenic or natural disturbance. Anthropogenic disturbance included spring boxes or other modifications to flow. Examples of natural disturbance included game trails and scat. In addition, several sites exhibited slight disturbance from fires (e.g., burned woody debris and adjacent fire-scarred trees) and evidence of high-flow events. Crews observed 1–7 taxa of facultative/obligate wetland plants and 0–3 invasive non-native species at each spring. Across the springs, crews observed four non-native plant species: rose natal grass (Melinis repens), Kentucky bluegrass (Poa pratensis), crimson fountaingrass (Cenchrus setaceus), and red brome (Bromus rubens). Baseline data on water quality and chemistry were collected at all springs. It is likely that that all springs had surface water for at least some part of WY2019. However, temperature sensors to estimate surface water persistence failed...
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Children with ASD show intact statistical word learning. ACAMH, October 2018. http://dx.doi.org/10.13056/acamh.10588.

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