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

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.