Factors affecting children's direct learning and productive memory processes in the context of virtual museums.
Cogn Dev
; 712024.
Article
en En
| MEDLINE
| ID: mdl-39071037
ABSTRACT
Informal educational opportunities such as visits to museums, aquariums, and zoos support children's semantic knowledge gain. Most research focuses on outcomes of direct learning, such as factual recall. The extent to which children engage in productive memory processes such as inferential reasoning and self-derivation through memory integration is not yet well understood. We assessed 8- to 9-year-old children's performance on tests of direct (e.g., fact recall) and productive (e.g., inference, integration) learning from virtual museum exhibits. We also examined the influence of children's involvement on learning outcomes, through measuring within-exhibit dyadic conversation and post-exhibit reflection. Children performed successfully on all three tests of learning; fact recall was the most accessible and self-derivation was the least. Both within and post-exhibit involvement predicted overall learning outcomes; within-exhibit conversational phrases predicted self-derivation performance in particular. The current work provides novel insights into mechanisms that support children's informal learning.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Idioma:
En
Revista:
Cogn Dev
Año:
2024
Tipo del documento:
Article
Pais de publicación:
Estados Unidos