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|Title:||Investigating the Effects of Varying Labels as Scaffolds for Visitor Learning|
Van Schooneveld, Jackie
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Wang, J., Yoon, S., Elinich, K., & Van Schooneveld, J. (2012). Investigating the Effects of Varying Labels as Scaffolds for Visitor Learning. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 180-187). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||In museum literature, labels have been found to increase visitor learning and contribute to greater cognitive gains. In this study, we seek to understand how various labels support the visitors' learning experience, and specifically in regards to conceptual and cognitive learning. We investigated the increasing use of three labels (visual digital augmentations and text-based questions and instructions) in four treatment groups of middle school students. Our analyses indicated that when labels were used, there were significant increases in both conceptual and cognitive understanding. Furthermore, observation notes demonstrated that in the highest treatment group, there were increased instances of problem solving behavior as well as association with prior knowledge.|
|Appears in Collections:||ICLS 2012|
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