Scaffolding visitors’ learning through labels.

This study investigates how visual digital augmentations, text-based questions, and text-based instructions support conceptual and cognitive learning in museums. Analyses of four middle school student groups revealed that using all three label types led to increased understanding, problem-solving behaviors, and associations with prior knowledge, suggesting enhanced visitor engagement and learning.

Citation
Wang, J., & Yoon, S. (2013). Scaffolding visitors’ learning through labels. Journal of Museum Education, 38(3), 320-332.