Exploranatory interactive visualisation exhibits – from design principles to application A comparative case study: Open-ended vs. Guided exploration exhibits in science centers

Abstract

Purpose: The thesis explores how young adults engage with interactive visualization exhibits designed with differing levels of guidance, one promoting open-ended exploration and the other offering a more structured and guided experience. Both exhibits fall within the design approach of exploranation, a hybrid approach that integrates exploratory and explanatory visualization to support science communication in science centers. The study contributes empirical data on how these approaches influence visitor interaction and learning, offering insights into the practical exploranatory design in real-world settings. Theory: The theoretical foundation for this thesis draws on Visitor Engagement Framework (VEF), which inspired by constructivism theory, and instrument-mediated activity. The VEF is used to identify level of cognitive engagement through observable participant’s behaviors, while instrument mediated activity theory is used to analyse how participants uses the exhibit as tools for making meaning and learning. Method: A comparative case study approach was employed. Participants were recruited in pair and asked to explore two interactive visualisation exhibits on marine biodiversity, one emphasizing open ended exploration and the other offering more guidance and structure. Each pair was observed, and video recorded as they interacted with the exhibits, followed by post-task interview. Data were collected through unstructured observations and semi-structured interview. Interaction analysis was used to examine behavioral patterns and learning outcomes and thematic analysis was applied to explore participants’ reflections and perceived learning. Results: The findings indicated the guided exhibit supported conceptual understanding with its narrative structured, layered information and clear interaction cues. In contrast, the open-ended exhibit often led to surface-level engagement, where participants focused more on navigating the interface than on interpreting scientific content. The findings reveal that while exploranatory design hold potential, its practical application requires careful balancing between structure and freedom. Misinterpretation and cognitive overload and different levels of prior knowledge remain challenges in achieving meaningful learning for visitor to science centers.