Institutions that teach about environmental topics, such as zoos and aquariums, want to ensure they are achieving the desired learning outcomes. Many nonformal learning environments use interactive, 3-D exhibits to share information with visitors. This type of 3-D learning environment allows people to move in and around the exhibit and encourages them to interact with learning materials through multiple senses (i.e. sound, sight, touch, etc.). Because 3-D exhibits can be designed to convey information through one or more modes and encourage or discourage social interaction, it is important to know what type of design will result in the best learning outcomes. This study aimed to address this design question and propose the type of design that will have the best learning outcomes.
Research indicates that people absorb and retain information more readily when they receive that information through two different senses, or modes. However, receiving information through more than two modes can lead to cognitive overload and inhibit learning outcomes. The authors hypothesized that exhibits designed to convey information through exactly two modes (“lean media spaces”) would lead to better learning outcomes than exhibits designed to convey information through more than two modes (“rich media spaces”). Additionally, many visitors go to nonformal learning environments with family, friends, or school groups. Research suggests that social environments, such as those at zoos and museums, can enhance learning by encouraging social interaction. The authors therefore hypothesized that exhibits containing social prompts—such as signs asking questions to spark dialogue—would lead to better learning outcomes than exhibits without such prompts.
The authors conducted their study at the Aquatic Invasive Species exhibit at Great Lakes Aquarium (GLA) in Duluth, Minnesota. They set up a table at the exhibit's entrance and asked adult patrons entering the exhibit whether they wanted to participate in the study. A total of 211 GLA patrons elected to participate. The exhibit incorporated lean media spaces, rich media spaces, social prompts, and no social prompts at different locations throughout. The researchers administered surveys before and after the participants walked through the exhibit. The questionnaires gathered information on participants' self-assessed knowledge of invasive species. Once the participants had moved through the exhibit and completed both questionnaires, the researchers then administered three learning assessments to gauge participants' recall, ability to identify invasive species, and knowledge about invasive species. They also asked participants about their levels of enjoyment while engaging with the exhibit.
The researchers found that overall learning outcomes were highest when participants interacted with the lean media parts of the exhibit that included social prompts. Specifically, the participants better identified and recalled information about aquatic invasive species when they interacted with exhibits through just two senses. In addition, the researchers found that the social prompts significantly impacted the ability for participants to identify aquatic invasive species. In addition, enjoyment levels were consistent and self-assessed knowledge of invasive species improved across all four exhibit types (rich and lean media, with and without social prompts).
The researchers acknowledge that their study only examined short-term learning outcomes. Whether these short-term learning outcomes translated into longer term retention of knowledge or any type of behavior change still needs to be studied. Additionally, the researchers acknowledge that most visitors to museums and aquariums and other 3-D learning environments have short attention spans and move through exhibits very quickly. Thus, more research is needed to determine the best ways to convey information and enhance learning outcomes for very short interactions with exhibits.
How an exhibit is designed has important implications for learning. To maximize learning outcomes, this study suggests that incorporating all the latest technologies into exhibits is not necessary and may, in fact, inhibit learning. Exhibits that convey information through two senses (no more or less) and include social prompts lead to the best learning outcomes.
The Bottom Line
The design of exhibits in nonformal educational environments, such as museums and aquariums, can significantly impact the learning outcomes of patrons. The literature suggests that people have the best learning outcomes when they receive information through two senses, such as sight and sound, and when they interact with learning materials in social environments. This study found that exhibits which convey information through only two senses and include social prompts (such as signage asking questions to spark dialogue) have better learning outcomes than exhibits that convey information through more than two senses and lack social prompts. Nonformal learning institutions can strategically design their 3-D exhibits to maximize learning outcomes by using lean media designs and including social prompts throughout the exhibit.