Throwback Thursday: Summative Evaluation of the Cyberchase: The Chase is On! Exhibition

Summative Evaluation of Cyberchase: The Chase is On! [2008]

(Read the full report)

Children’s Museum of Houston (CMH) contracted with Randi Korn & Associates, Inc. (RK&A) to evaluate the National Science Foundation-funded exhibition Cyberchase: The Chase is On! The exhibition used a popular children’s television show as an entry point to convey two key exhibition messages—“Math is a way of thinking and everyone can be successful at it,” as well as “We use math every day.” The Museum developed the exhibition for travel; thus, data for the summative evaluation were collected in two locations: Children’s Museum of Houston and the New York Hall of Science in Queens, New York.

 How did we approach this study?

RK&A combined three data collection strategies in order to generate both quantitative and qualitative data for analysis. Evaluators used these strategies to assess visitors’ experiences in the exhibition, including visitors’ use of the exhibits, visitors’ understanding of the exhibition as a whole, and the level of engagement fostered by select exhibits. Methodologies included: timing and tracking observations of visitors between the ages of 5 and 10, cued exit interviews of both adults and children, and stationed observations at two exhibits.

 What did we learn?

Data from the timing and tracking observations showed that the median time visitors spent in the exhibition was seven minutes. However, while the time spent was relatively short, observational data revealed that the exhibits fostered interactive experiences for both adults and children. For instance, timing and tracking observations showed that more than two-thirds of all visitors were coached by an adult. Further, stationed observations demonstrated that activities at the two observed exhibits were often shared or collaborative experiences, with adults either participating in or leading the activities. Findings from the interviews further contextualized this data, revealing that both children and adults were able to extract meaning from these experiences. One-half of adult interviewees spoke about the exhibition’s main idea in terms of math; similarly, slightly less than one-half of children interviewed recalled doing something math-related in the exhibition (without prompting from the interviewer).

What are the implications of the findings?

Overall, Cyberchase successfully promoted interactions between adults and children and effectively conveyed proposed themes. Math is a difficult concept to incorporate in an exhibition; however, the familiarity of the Cyberchase television show coupled with the highly interactive nature of the exhibits allowed visitors to actively engage with these demanding concepts. In addition to incorporating videos, computers, and low-tech interactive components, most exhibits created challenges for children to complete, allowing children to leave the exhibition with a sense of accomplishment for having finished a task. Notably, adults often participated in these challenges, increasing children’s understanding of and interaction with the exhibits. Both children and adults understood the theme of Cyberchase and enjoyed the interactive experience, indicating that using a familiar concept as an entry point and incorporating simple, user-friendly components in an exhibition can nurture meaningful learning experiences in the museum.

Leave a Reply