Mapping Engaging Experiences and Frame Shifting in Elucidation and Interactive Animation with Blending Theory in Public Exhibitions

Research output: Chapter in book / Conference proceedingConference article published in proceeding or bookAcademic researchpeer-review

Abstract

One of the most critical social functions of museums is education. At the same time, a museum is also a space where audiences can benefit directly from it with learning. This paper proposes a design framework that addresses multimodality in interactive exhibitions on abstract knowledge. In contrast to previous research, this study emphasizes the differences between the traditional exhibition and interactive formats in which application narrating by oneself and dialogue into abstract knowledge. The study explores metacognition, animation, embodied interaction, and blending theory, with a project on design practice: Tibet Planetarium in Lhasa – an International Planetarium, serving as a case study of the combined implementation of these theories. First, we put forward a theoretical framework for the informal learning goals of design. Based on the context of interaction and promoting abstract knowledge, a design approach to interaction is proposed, and its application is introduced.
Original languageEnglish
Title of host publicationProceedings of Interaction Design and Children, IDC 2021
PublisherACM New York, NY, USA
Pages599-603
Number of pages5
ISBN (Electronic)9781450384520
DOIs
Publication statusPublished - 24 Jun 2021

Publication series

NameProceedings of Interaction Design and Children, IDC 2021

Keywords

  • Abstract knowledge
  • Animation
  • Blending theory
  • Design framework
  • Embodied interaction
  • Interaction exhibition
  • Storytelling

ASJC Scopus subject areas

  • Software
  • Education
  • Human-Computer Interaction
  • Developmental and Educational Psychology

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