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Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
Museums & the Mind II, ASTC 2008
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Museums & the Mind II, ASTC 2008

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Part II of the Museums and the Mind session at ASTC 2008 in Philadelphia. John Falk, professor of free-choice learning at Oregon State University, discusses metrics of evaluating the effect of …

Part II of the Museums and the Mind session at ASTC 2008 in Philadelphia. John Falk, professor of free-choice learning at Oregon State University, discusses metrics of evaluating the effect of emotion on free-choice learning.

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  • 1. The Impact of Emotion on Learning Goose Bumps: The Science of Fear   John H. Falk, Ph.D. Katie L. Gillespie Oregon State University
  • 2. Research Goals
    • Can emotional arousal be validly and reliably measured in the free-choice context of a science center?
    • Did the Goose Bumps exhibit increase the emotional arousal of visitors?
    • If so, was there evidence that elevated emotional arousal enhanced or retarded visitor’s long-term cognitive science learning?
  • 3. Methods
    • Treatment
        • Pre- and Post-Visit Interviews
        • Reflective Tracking
        • Reflective Affect Measures
        • Long-Term Follow-Up Interviews
    • Controls
        • Post-Only Visit Interviews
        • Reflective Tracking
        • Reflective Affect Measures
        • Long-Term Follow-Up Interviews
  • 4. Two Dimensions of Emotion
    • Arousal
        • The level of alertness or activation
    • Valence
      • The degree to which something is pleasurable
  • 5. Russell Affect Grid
  • 6. Emotion Measure
    • No significant difference between Goose Bumps visitors (GB) and Controls pre-visit on either Arousal or Valence.
    • No significant difference between Goose Bumps visitors (GB) and Controls post-visit on Valence.
    • Significant difference between Goose Bumps and Controls post-visit on Arousal (one-sided, paired t-test; p=.0000).
  • 7. Description of their Science Center Experience: Breadth of Responses
  • 8. Description of their Science Center Experience: Depth of Responses
  • 9. Reflected Back Upon Experience
  • 10. Emotional Arousal and Learning
  • 11. Conclusion
    • Evidence that it’s possible to measure emotion in a science center context.
    • Evidence that Goose Bumps exhibit increased emotional Arousal (not Valence).
    • Evidence that increased emotional Arousal resulted in a significant increase in the quality and quantity of cognitive learning.

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