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Updated: Jun 7, 2025
09:11
Design and Use of an Apparatus for Presenting Graspable Objects in 3D Workspace
Published on: August 8, 2019
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Designing for Embodied Proximity
Minna O Nygren1, Rhiannon Thomas Jha1, Sara Price1
1University College London, London, UK.
Visitor Studies. Visitor Studies Conference
|November 20, 2024
Summary
Museum exhibit design can enhance children's science learning by focusing on embodied engagement. Key factors include multisensorial experiences and physical connections, promoting deeper understanding of scientific concepts.
Area of Science:
- Science education
- Exhibit design
- Child development
Background:
- Children's museum interactions often emphasize hands-on activities, aligning with embodied learning principles.
- Observing children's engagement in a museum's Water Zone revealed challenges and opportunities related to 'embodied proximity' and 'embodied dislocation' in accessing science ideas.
Purpose of the Study:
- To inform exhibit design using embodied learning theory.
- To investigate how prototype exhibits support children's embodied exploration and understanding of science concepts.
Main Methods:
- Drawing on observations of embodied proximity and dislocation, prototype exhibits were designed and deployed.
- Examining how these exhibits facilitated children's embodied engagement with science ideas.
Main Results:
- Key design dimensions were identified that foster embodied proximity for science learning.
- Effective strategies include a considered palette of embodied features, direct multisensorial experiences, and temporal-positional contiguity.
- Designing for embodied communication of experiences is crucial.
Conclusions:
- Exhibit design informed by embodied learning can create meaningful engagement for children.
- Fostering embodied proximity through specific design elements helps children access and construct science ideas.
- Museum exhibits should facilitate embodied exploration and communication to enhance science learning.
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