Adding AI to museum exhibits enhances learning and engages children longer – News

Team – Yannier, Ken Codinger and Scott Hudson from CMU; Kevin Crowley of the University of Pittsburgh; and Youngwook Do of the Georgia Institute of Technology – tested their intellectual earthquake exhibition at the Carnegie Endowment for International Peace in Pittsburgh. Primary school children participating in the summer camp interacted with an intellectual or traditional exhibitor and conducted pre- and post-test, as well as surveys, to determine what they had learned and how much they enjoyed the experience. . Researchers have also observed that visitors interact with the exhibition during normal hours.

Tests and surveys before and after the study showed that children learn significantly more from the advanced science-enhanced AI exhibition than from the traditional exhibition and enjoy it at the same time. The surprising result was that although the children did construction work in the traditional exhibition, their construction skills were not improved at all because they did not understand the basic concepts and were mainly engaged in random reconstruction. Improved AI display not only helped children understand [underlying] better scientific concepts, but also transferred to better construction and engineering skills.

Their experience at the Science Center also showed that people spent about six minutes in an intellectual exhibition, which is four times more than the traditional 90-second average.

“What is particularly impressive to me is how the system engages children in real-world scientific practice and thinking,” said Kodinger, an HCII professor. “Kids not only get it, but they enjoy the show more than usual, although more thinking is needed.”

Parents of children who have visited the exhibition said it is more interactive, guiding and educational than other exhibitions and offers two-way communication. They also explained that “it uses question-and-answer learning to see how children’s hearts are learning, but it is also a model of play, so it’s not like learning activities.”

“Our show has automated guidance and support, making physical exercise a valuable learning experience,” Jannier said. “In museums, parents may not have the appropriate knowledge to help their children and staff are not always available. Using AI and computer vision, we can offer this experience to more children of different nationalities and on a larger scale.”

The team’s research began at the Pittsburgh Children’s Museum, where they tested the design of their intellectual exhibition and improved it based on the feedback from the people who interacted with it.

Jason Brown, director of the Carnegie Endowment for International Peace, said: “This research will have a lasting impact for future experiments exhibitions at the Science Center.” “The development of interesting and inspiring exhibitions that facilitate the study and discovery of science, technology, engineering or mathematics is what sets us apart as one of the unique museums in the region.”

The group recently published their findings in the journal Science. The Intellectual Science Exhibition will remain at the Carnegie Science Center as a long-term exhibition. It is also housed in the Atlanta Children’s Museum and will soon be at the Please Touch Museum in Philadelphia and the San Jose Children’s Discovery Museum in California.

“The Atlanta Children’s Museum enjoys participating in this research. When we observe NoRilla in action, we see a high level of ‘stay time’ for children and adults as they work to overcome the problem through hand-to-hand combat.” On activities with computer challenges, ”said Karen Kelly, director of exhibitions and education at the Atlanta Museum.

The CMU team is already working to teach other intelligent science exhibitions using computer vision and AI to teach a variety of scientific topics. Future projects will include an exhibition with ramps and a balance scales.

Yannier stressed that this technology not only improves lessons in the museum, but can also teach students in class or at home.

This research was funded by an advanced STEM study grant from the National Science Foundation.

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