Human-Like Guide Robot that Proactively Explains Exhibits

We developed an autonomous human-like guide robot for a science museum. Its identifies individuals, estimates the exhibits at which visitors are looking, and proactively approaches them to provide explanations with gaze autonomously, using our new approach called speak-and-retreat interaction. The robot also performs such relation-building behaviors as greeting visitors by their names and expressing a friendlier attitude to repeat visitors. We conducted a field study in a science museum at which our system basically operated autonomously and the visitors responded quite positively. First-time visitors on average interacted with the robot for about 9 min, and 94.74% expressed a desire to interact with it again in the future. Repeat visitors noticed its relation-building capability and perceived a closer relationship with it

Developing STEM Activities for the Museum of London

Our team collaborated with the Museum of London to develop STEM-based activities for children and families. We reviewed published literature about family learning in museums and observed childrens programs at London museums, then designed, developed, and delivered two activities for the Easter half-term. Based on observations and participant feedback, we developed recommendations for the design and implementation of future activities. Finally, we presented th

Effects of Design Features on Visitors' Behavior in a Museum Setting

Effects of Design Features on Visitors' Behavior in a Museum Setting Ting-Jui Chang, M.A. in Interaction Design The study aims to define possible interplay between display design and visitors' behavior in a museum setting. It asks, "What environmental features related to design have impacts on visitors' behavior?" The researcher observed single adult visitors in the 20/21 gallery of the Spencer Museum of Art during two weeks period. Research methods included: 1) measuring the physical setting of the display; 2) ranking art pieces by the curator on three scales: canonical value, popularity, and the Museum goals; and 3) tracking visitors' paths, stops and time-spent. Correlation analysis was used to discover the relationships between design features and visitors' behavior. Graphs/visual representations of the setting, viewing paths and stop locations were studied to identify the patterns of behavior. Findings include: 1) how display designs reflected the importance of the art pieces in the mind of the curator; and 2) patterns of visitors' behavior related to display of art and space

Talking to Boxes, Hugging Robots

Relationships between humans and technology are at the core of my artistic research. Human-machine communication is defined by the technological level of the machines, but even more so by the way they are perceived by humans. Concepts of artificial life and artificial intelligence gradually have become part of the everyday life of growing numbers of people, and while there is an ongoing effort to design an increasingly anthropocentric technology, our minds also adapt to the new technological reality. Through immersive installations and sculptural objects my practice explores this reality. My artwork is designed to communicate with and stimulate the viewers, allowing them to examine their own perception of phenomena such as behavioral algorithms, artificial life and artificial intelligence. Not only does it provide an opportunity of self-analysis, it also facilitates a change in the way people conceptualize communication with machines

Robotic Arm Exhibit

Museums like the Children’s Museums and Theatre of Maine (CMTM) and the EcoTarium continually strive to produce engaging exhibits that promote family learning since families with young children are their primary audiences. Using design criteria developed by museum researchers over recent decades, we built a prototype pneumatic arm exhibit for CMTM to inspire children’s interests in engineering and science. We conducted several rounds of prototyping at the EcoTarium to refine the design. We conclude that the final design was very successful in meeting CMTM’s learning outcomes, including the promotion of family learning and active prolonged engagement, and recommend that the museum move to final fabrication of the exhibit

An Art Museum at the Intersection of Science and Technology: An Anthropological Approach

In recent decades, museums have increasingly implemented technology, both technology to better assist in the visitor experience and technology within the art on display. This research explores the possibility for a university museum and residency program that would exhibit art intersecting with science and technology at the Georgia Institute of Technology in Atlanta, Georgia. Framed as an interest study, this thesis is situated in current scholarship pertaining to museum shifts of the 21st century and draws upon my interviews with interlocutors and participant observations. I make the case that community engagement, co-curation practices and residency programs can help museums be accountable and ethical to their publics. I utilize my ethnographic research to outline a proposal for a university museum and residency program at Georgia Tech in Atlanta

What do Collaborations with the Arts Have to Say About Human-Robot Interaction?

This is a collection of papers presented at the workshop What Do Collaborations with the Arts Have to Say About HRI , held at the 2010 Human-Robot Interaction Conference, in Osaka, Japan

Making Space for Makerspace: How Adding a Makerspace can Benefit Art Museum Education Programming

In this capstone project, I advocate for adding makerspaces to art museum education programming. I review the foundational educational concepts of a makerspace which help explain why it is a modern strategy to increasing visitor learning. This includes John Dewey’s theories of experience and education, Howard Gardner’s multiple intelligences theory, George Hein’s studies of museum visitor behavior, and the physiological science of learning. I then propose four key terms essential for visitor learning, and explain how makerspaces successfully incorporate them. The four key terms are: 1. multiple intelligences, 2. direct experience, 3. inquiry based and open ended learning, and 4. dynamic physical space. I conclude with my recommendations for an art museum interested in creating and maintaining a makerspace, using several examples from museums of all types that currently offer makerspaces as part of their programming