Deployment of a Robotic Fish Platform in Informal Science Learning

2015 ◽  
Author(s):  
Paul Phamduy ◽  
Catherine Milne ◽  
Mary Leou ◽  
Maurizio Porfiri
Keyword(s):  
Remote Control ◽  
Science Learning ◽  
Robotic Fish ◽  
Informal Science ◽  
User Interest ◽  
Informal Science Learning ◽  
Preliminary Study ◽  
Learning Event

Interactive robotics-based exhibits for informal science learning are becoming increasingly popular, as they offer the novelty of a robot to visitors and they allow them to reflect on their actions through instant feedback from remote control elements. This study explores the deployment of one such platform featuring a robotic fish at informal science learning events and venues. We examine the usage of three control modes, varying in their degree of interactivity, implemented through an iDevice application for maneuvering a robotic fish. Specifically, we evaluate the time spent by visitors on three control modes of the platform at informal science learning event and venues, and the distribution of the demographics of the users. This preliminary study is conducted to assess the user interest among the control modes.

scholarly journals An Interactive Robotic Fish Exhibit for Designed Settings in Informal Science Learning

2017 ◽  
Vol 60 (4) ◽  
pp. 273-280
Author(s):  
Paul Phamduy ◽  
Mary Leou ◽  
Catherine Milne ◽  
Maurizio Porfiri
Keyword(s):  
Science Learning ◽  
Robotic Fish ◽  
Informal Science ◽  
Informal Science Learning

scholarly journals Measuring the long-term effects of informal science education experiences: challenges and potential solutions

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Nancy L. Staus ◽  
John H. Falk ◽  
Aaron Price ◽  
Robert H. Tai ◽  
Lynn D. Dierking
Keyword(s):  
Science Learning ◽  
Longitudinal Research ◽  
Informal Science Education ◽  
Informal Science ◽  
Long Term Effects ◽  
Science Center ◽  
Informal Science Learning ◽  
Learner Outcomes ◽  
Key Issues

AbstractDespite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a “cascade” of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.

Applications of Augmented Reality in Informal Science Learning Sites: a Review

2018 ◽  
Vol 27 (5) ◽  
pp. 433-447 ◽  
Author(s):  
Eric E. Goff ◽  
Kelly Lynn Mulvey ◽  
Matthew J. Irvin ◽  
Adam Hartstone-Rose
Keyword(s):  
Augmented Reality ◽  
Science Learning ◽  
Informal Science ◽  
Informal Science Learning
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