ABSTRACT

As museums evolve and shift toward interactive exhibitions by utilizing cutting-edge technologies, there has been a gap in research that distinguishes interactive exhibit experiences from static exhibit experiences. Therefore, using the grounded theory method [Corbin, Juliet, and Anselm Strauss. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage, 2014], we investigated how students feel, enjoy, behave, and learn when they use interactive exhibits in science museums. We examined the roles of expectation, attention, engagement, immersion, memory, and reminiscence in the context of the static exhibit experiential model, utilizing a wide variety of previous research. Additionally, we coded and analyzed the data obtained from a shadowing and interview process, which brought us to the conclusion that there is a distinguishable experiential model for interactive exhibitions, which includes the key elements of fun and sharing. The model was broken down into the pre-, during, and post-visit phases, considering each of the key elements separately. We believe the model we propose can contribute to the literature by providing an initial framework for visitors’ experiences with interactive exhibitions.

摘要

随着博物馆利用尖端技术发展并转向互动展览，在区分互动展览体验和静态展览体验的研究中存在着差距。因此，使用扎根理论方法[Corbin、Juliet 和 Anselm Strauss。定性研究基础：发展扎根理论的技术和程序。千橡市，加利福尼亚州：Sage，2014]，我们调查了学生在科学博物馆使用互动展品时的感受、享受、行为和学习。我们研究了期望、注意力、投入、沉浸、记忆和回忆的作用。在静态展览体验模型的背景下，利用了各种先前的研究。此外，我们对观摩和采访过程中获得的数据进行了编码和分析，得出的结论是，互动展览存在一个独特的体验模型，其中包括乐趣和分享的关键要素。该模型分为访问前、访问期间和访问后阶段，分别考虑每个关键要素。我们相信我们提出的模型可以通过为参观者的互动展览体验提供初始框架来为文献做出贡献。