Includes bibliographical references.

Assessment and Learning of Qualitative Physics in Newton's Playground -- Informal Learning with Technology: The Effects of Self-Constructing Externalizations -- Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism -- Understanding Visitor Engagement and Behaviors -- User Needs of Digital Service Web Portals: A Case Study -- Who Is Watching and Who Is Playing: Parental Engagement with Children at a Hands-On Science Center.

[Article title : Assessment and Learning of Qualitative Physics in Newton's Playground / Valerie J. Shute, Matthew Ventura and Yoon Jeon Kim, p. 423-430]

Abstract : Digital games are very popular in modern culture. The authors are examining ways to leverage these engaging environments to assess and support student competencies. The authors examine gameplay and learning using a physics game they developed called Newton's Playground. The sample consisted of 167 eighth- and ninth-grade students who played Newton's Playground for about 4 hr over the course of 1.5 weeks. Findings include significant pretest–posttest physics gains, and significant relations between in-game indicators and learning.

https://doi.org/10.1080/00220671.2013.832970

[Article title : Informal Learning with Technology: The Effects of Self-Constructing Externalizations / Gregor Damnik, Antje Proske, Susanne Narciss and Hermann Körndle, p. 431-440]

Abstract : Especially in the context of technology-enhanced informal learning, it is crucial to understand how to design information sources in such a way that learners are not overwhelmed by the demands of the learning process, but at the same time are engaged in higher order thinking processes. Guidance aids learners in dealing with the demands of a learning process. The authors examined the effects of different levels of guidance provided by an information source. To this end, the effects of a preconstructed externalization are compared to a self-constructed externalization. Thirty-eight students participated in the study. The results revealed no significant differences between the groups with respect to posttest retention. However, performance in application tasks was promoted by the condition associated with a lower level of guidance. This suggests that having learners self-construct an externalization might be a suitable means to elicit learners’ higher order thinking processes in technology-enhanced informal learning.

https://doi.org/10.1080/00220671.2013.832978

[Article title : Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism / Fengfeng Ke and Tami Im, p. 441-461]

Abstract : Employing the multiple-baseline across-subjects design, the authors examined the implementation and potential effect of a virtual-reality-based social interaction program on the interaction and communication performance of children with high functioning autism. The data were collected via behavior observation and analysis, questionnaires, and interviewing. The children participants demonstrated increased performance of responding, initiation, greeting, and positive conversation-ending during the intervention, and improved social competence measures after the intervention. The study also contributed salient themes on the adaptive design of a virtual-reality-based learning environment for learners with special needs. The study findings should extend the discussion on the design and usage of technology-supported informal learning environment for children with diverse characteristics and learning needs.

https://doi.org/10.1080/00220671.2013.832999

[Article title : Understanding Visitor Engagement and Behaviors / James B. Schreiber, Andrew J. Pekarik, Nadine Hanemann, Zahava Doering and Ah-Jin Lee, p. 462-468]

Abstract : The authors examine a model of visitor engagement that has been in development over the past 3 years at the Smithsonian Institution. A total of 390 visitors comprised the sample with a subsample (n = 102) of visitors who were tracked through an exhibit in the National Museum of Natural History. A 5-factor visitor preference model was tested (idea, people, object, physical, and reflective). A 4-factor model was retained, and factor scores were linked to tracking data. Results from the tracking model indicate that the preference scores are associated with and predictive of behavioral patterns within the exhibit.

https://doi.org/10.1080/00220671.2013.833011

[Article title : User Needs of Digital Service Web Portals: A Case Study / Misook Heo, Jung-Sook Song and Moon-Won Seol, p. 469-477]

Abstract : The authors examined the needs of digital information service web portal users. More specifically, the needs of Korean cultural portal users were examined as a case study. The conceptual framework of a web-based portal is that it is a complex, web-based service application with characteristics of information systems and service agents. In addition, the users’ reactions to the technology can impact the service quality. As such, a model that specifically measured cultural portal user needs was created by implementing data quality, service quality and technology adoption models. Through confirmatory factor analyses and model respecifications, the authors suggest a measurement model consisting of 5 first-level latent variables, with 19 observed variables. The measurement model confirmed the research hypothesis that data quality, service quality, and technology adoption models complement each other in assessing the needs of cultural portal users.

https://doi.org/10.1080/00220671.2013.836882

[Article title : Who Is Watching and Who Is Playing: Parental Engagement with Children at a Hands-On Science Center / Louis S. Nadelson, p. 478-484]

Abstract : Family interactions are common phenomenon at visits to science centers and natural history museums. Through interactions the family can support each other as the members individually and collectively learn from their visits. Interaction is particularly important between child(ren) and parent, which may be facilitated by media provided to parents. The author's research focused on the value added of print resources or video resources designed to support parent interactions with their child(ren) during a visit to a science center. What the author found was a variety of need and expectations for the support media that limited the usefulness of what was provided to the visitors. During the research the author also observed some variations in how parents interacted with their child(ren) based on the configurations of the families. Implications and suggestions for future research are provided.

https://doi.org/10.1080/00220671.2013.833010