Mediating Museum Display and Technology: A Case Study of an International Exhibition Incorporating QR Codes

Autor/inn/en	Dressler, Virginia A.; Kan, Koon-Hwee
Titel	Mediating Museum Display and Technology: A Case Study of an International Exhibition Incorporating QR Codes
Quelle	In: Journal of Museum Education, 43 (2018) 2, S.159-170 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dressler, Virginia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2018.1459081
Schlagwörter	Museums; Case Studies; Teaching Methods; Technology Integration; Pilot Projects; Art; Exhibits; Computer Simulation; Informal Education; Qualitative Research; Cross Cultural Studies; Foreign Countries; Questionnaires; Statistical Analysis; China; United States + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Pilot project; Modellversuch; Pilotprojekt; Arts; Kunst; Computergrafik; Computersimulation; Informelle Bildung; Nichtformale Bildung; Qualitative Forschung; Cultural comparison; Kulturvergleich; Ausland; Fragebogen; Statistische Analyse; USA
Abstract	Theoretical and practical implications of incorporating Quick Response (QR) codes in a traveling international art exhibition are addressed in this paper. Blending the physical and virtual dimensions, the exhibition undergirded a pilot study of the integration of technology into traditional museum settings in both China and the United States. The conceptual and methodical framework highlighted in this study included the participatory museum, informal education, and an array of evaluation research methods and techniques. Data collected for analysis comprised a set using Google Analytics, questionnaires completed by exhibition visitors, and other in-depth qualitative findings collected from participating artists from both cultures. This paper shows that the technological aspects of display can lead directly to participatory learning with the potential for new directions and avenues of inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01