Creating Museums for Everyone: Equity and Science Learning

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Creating Museums for EveryoneEquity and Science
Learning
Evaluation Results from 20 Years of Universal
Design at the Museum of Science

• ecsite Annual Conference 2007
• Anna Lindgren-Streicher
• Museum of Science, Boston
• 31 May 2007, 1130

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Case 1Making Models

• A permanent exhibit at the Museum of Science
• Summative evaluation included observations and
  interviews with visitors with a variety of
  disabilities
• These visitors were invited specifically for the
  evaluation

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Making ModelsSummative Evaluation

• Visitors ability to interact with components was
  influenced by their disability
• Learning for visitors with disabilities was
  similar to those without
• Wayfinding was still difficult for visitors who
  are blind
• (Karp and LeBlang, 2004)

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Case 2New England Habitats
Originally a gallery of traditional dioramas
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Case 2New England Habitats
Remodeled for accessibility in 1987
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New England HabitatsSummative evaluation

• Average length of stay in the gallery increased
• Number of visitors staying over three minutes
  increased
• Visitor knowledge of exhibit themes increased
• Visitor knowledge of specific adaptive features
  of animals increased from 19 to 100
• (Davidson, 1991)

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New England HabitatsSummative Evaluation

• Some populations who had not been able to
  interact with the exhibits were able to after the
  changes were made
• Visitors with disabilities were appreciative that
  something was being done for them
• Modifications which were good for one audience
  were not necessarily appropriate for all
  audiences
• Visitors with disabilities were more dependent on
  the parallel patterning of content throughout the
  exhibit
• (Davidson, 1991)

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Case 3UD of Computer Interactives

• Used 3 existing computer interactives
• Interface developed by Museum of Science
  designers following UD guidelines
• Conducted qualitative research study
• Sample was 16 visitors with a range of
  abilities/disabilities

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UD of Computer InteractivesFindings

• Use patterns varied across participants
• The interactives were accessible to almost all
• Activity preference varied
• Designskillsinterestsknowledge learning
• (Reich, 2005)

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UD of Computer InteractivesFindings

• Map buttons to screen selections
• Closely match text of labels with the audio
• Offer users the opportunity to control the pace
  of the activity
• Supply both visual tactile labels for buttons
• Provide high contrast images
• Reduce dependence on color-coded cues
• Keep background noise to a minimum
• Avoid quick moving images
• (Reich, 2005)

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Case 4Star Wars ASL Multimedia Tour

• Created in conjunction with a major traveling
  exhibition
• 22 stops, featuring
• Narration about artifacts
• Behind the Scenes features
• Photographs and film clips
• Bookmark information to be sent home
• Close captioning

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Star Wars ASL Multimedia TourEvaluation results

• Conducted two focus groups with Deaf users
• Museum perceived as opening it doors to Deaf
  visitors
• Granted an independent experience
• Perceived as receiving equal access to content
• (Chin, 2006)

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Star Wars ASL Multimedia TourEvaluation Results

• Differences between the experience of Deaf and
  hearing visitors emerged in several areas
  emerged
• Timing
• Learning style
• Cultural norms
• We cant simply translate the tour to an ASL
  version. We need to incorporate an understanding
  of Deaf learning styles.
• (Chin, 2006)

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For more information, contact
Anna Lindgren-Streicher alstreicher_at_mos.org phone
1-617-589-4231 or researcheval_at_mos.org