Abstract:

In this paper, four types of quest-based methods for exploring interactive installations at science centres are presented. The classification in types is based on a range of implemented and tested exploratory exhibits in three different learning environments. This research builds on recent studies on learning processes, gamification, and interaction in science centres.

We aim to provide methods and best practices for quest-driven exploration in science centres as a complement to traditional texts, guided tours, and audio-guides as ways to increase visitor engagement, learning, and science capital.

The discussion is focused on evaluating quests related to different user groups, enabling learning through exploration in primary and secondary education, lowering thresholds to STEM subjects using a science capital approach, informal and collaborative learning in science centres, and technology-enhanced learning through interactive installations by integrating physical and digital spaces.

Science centres are important informal learning environments aiming at interaction with scientific knowledge. The challenge for science centres is to open up for interaction, enable further exploration, and create meaningful experiences for visitors of the intended target groups. Our research has identified a need to lower the threshold to start interacting with installations.

This study is done at two exhibitions at a science centre, Universeum, and a newly-opened visitor centre at a research facility, Onsala Space Observatory. These include interactive exhibitions in a variety of scientific topics, mainly created for children and teenagers. Through interaction design methodology, including visitor observations, co-creation with youth, interviews, user tests, and more, we identified quest-driven exploration as a way to lower engagement thresholds.

We tested four types of quests suitable for fostering quest-driven exploration, that increased both initial engagement and deeper engagement. These four types are:
- Self-examination: making the visitors use the exhibits to find out something personal or unique related to them.
- Quiz: answering fact-based questions with one or more correct answers, where the answers can be found somewhere in the exhibit.
- Activity: performing a certain activity at an exhibit, which does not require the visitors to input an answer.
- Discussion: sharing thoughts, reflections and opinions about a particular topic or question.

The guidelines that are extracted from this research include variation in quest types for different purposes, difficulty levels for different target groups, rewards, physical vs digital interaction, and advice for setting up activities in terms of timeframe and number of quests.

The evaluation of our tests show that the method to use quest-driven exploration contributes to lowering thresholds and raising engagement in the scientific topics presented. The classification in four types creates a framework for science centre design that can be used by designers and pedagogues in the development of learning activities. Future work includes more testing and evaluation, as well as the possibility to add more types and subtypes to the classification.

Keywords:

Exploration, informal learning, science centre, interaction design, science communication, method, evaluation, STEM.