Play to learn

Why not turn the museum experience into a game where visitors can not only see and learn from the exhibits but also more fully immerse themselves in Natural History? How fantastic would it be if visitors could have a hand in forming a mineral or stand in a Volcano and watch it erupt? Games will not only help visitors understand the exhibits but will also help children learn about themselves; their strengths, learning styles and problem solving skills. Watch the video below to get an idea of the games.



Too often, students enter a museum without the proper context. It's like handing them a valuable textbook and expecting them to understand concepts and principles just by reading it and looking at the pictures. Without "embodied understanding" the museums becomes just words and pretty exhibits. It's entertainment without meaning.

Through in-house games, visitor will be able to practice the concepts they are reading or experiencing through an exhibit. It does not involve the usual routine of learning something then regurgitating it in a exam for a grade, or in the case of the game, a prize. The game takes the question and answer skill student are familiar with in school and adds to it by giving them various hints through the questions themselves or once the question is answered right which they will use at the end of the game to, for example, make the volcano erupt. Just think of how much they can learn and retain not only about volcanoes but about Natural History as a whole. By practicing alongside the exhibit, the information becomes "clear and meaningful" as well as entertaining.

Visitors will also utilize a process "that is basic to young children's learning and to adult experts"; a process called "probe/hypothesize/reprobe/rethink" as defined in Gee's book titled What Video Games have to Teach us about Leaning and Literacy.

• They are probing the world of Natural History by answering questions based on what they've seen in the exhibits.

• They must reflect on what happens after they get the question right and draw a hypothesis based on not only what happened but also the goal of the game.

• In the case of the game for middle/high school student, they must take their hypothesis and apply it to the game (or reprobe the game) in order to make the volcano erupt or in the case of adults, they must use the hypothesis throughout the game in order to create the ideal environment for their mineral.

• They will then examine the effects of their reprobing to see it they achieved the desired results and if not, they must rethink their hypothesis and start the game over.

Think about how often you use this process in your professional and even your daily lives. To have it embedded in a game will not only deepen the visitors involvement in the world of Natural History but also provide students with skills they will undoubtedly use throughout their lives and for adults, sharpen skills they already have.

Obviously, this game is still in the developmental phase and any changes would be greatly appreciated but to have an in-house game that will draw visitors further and further into the learning experience created here, that builds valuable skills visitors will take with them and use forever will undoubtedly bring upon amazing results. Isn't it our mission as a museum to educate the public? By installing in-house games we will be ensuring the people leave with a greater understanding of the world we live in.

Reference

Gee, J.P. (2007). What Video Games Have to Teach us About Leaning and Literacy. New York: PalGrave MacMillan.