Increased learning of a physical science concept, simple machines, via an interactive multimedia exhibit compared to a hands-on exhibit in a science museum setting

The purpose of this study was to determine whether the use of an interactive multimedia exhibit was more effective than a traditional hands-on exhibit in teaching physical science concepts in a museum setting. The Simple Machines exhibit, a permanent display at the East Tennessee Discovery Center, was used as a comparison with an interactive computer exhibit designed by the author. All elementary age students (n=104) took a multiple choice quiz before entry in the museum and again after interacting with the exhibits. A random sample was selected using numbers on tags that designated whether they would explore the traditional hands-on exhibit or the interactive multimedia exhibit. The purpose of giving visitors a quiz on the content of the selected museum exhibits was to verify how much exhibit information was learned during museum visit. The results of the study demonstrated increased learning when students interacted with a multimedia exhibit (t = 4.976, p = .063) in comparison with a hands-on exhibit (t = 1.866, p = .000). There was no significant difference in holding power between both exhibits. Moreover, both exhibits were very eflScient in attracting and engaging students. The ANOVA test verified no gender differences in learning (p = .486) or in holding power (p = .046). However with a larger sample the results might exhibit a gender difference in holding power, as previous studies have suggested (Koran, Koran, & Longino, 1986; and Greenfield 1995).