Scaffolding Visitors' Learning through Labels

Abstract

In museum literature, labels have been found to increase visitor learning and contribute to greater cognitive gains. In this study, we seek to understand how various labels support the visitors' learning experience, and specifically in regards to conceptual and cognitive learning. We investigated the increasing use of three types of labels (visual digital augmentations, text-based questions, and text-based instructions) by four groups of middle school students. Our analyses indicated that when labels were used, students experienced significant increases in both conceptual and cognitive understanding. Furthermore, in the group that received all three types of labels, students displayed more problem-solving behaviors and made more associations with their prior knowledge. This suggests that supplementing an exhibit with several types of labels may lead to increased visitor engagement and learning.