Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12

Almarode, John; Miller, Ann M.

doi:10.4135/9781452285108

Cited by 6 publications

(6 citation statements)

References 0 publications

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“…Active participation, either in physical or mental terms (Bertella, 2014;Minkiewicz et al, 2013;Prebensen & Foss, 2011), has been found highly relevant for tourists because it focuses attention on their experience, leading to higher levels of memorability. This study supports findings that link active participation and interactivity to attention (Hunter, 1994;Kuhl & Chun, 2014) and also results from educational theory, cognitive psychology and neuroscience connecting attention and memorability (Almarode & Miller, 2013;Chun & Turk-Browne, 2007;Fahy, 2004;Hunter, 1994;Snell, 1999). Peaks of attention were found in two types of activity: cognitive activity, involving learning, information, and knowledge acquisition (Kolb, 1984), and physical activity, requiring body movements, as with swimming.…”

Section: Discussionsupporting

confidence: 90%

Co-Creation Experiences: Attention and Memorability

Campos¹,

Mendes

Valle

et al. 2016

Journal of Travel & Tourism Marketing

157

108

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This study examines on-site co-creation experiences from a tourist perspective. A review of the relevant literature and in-depth interviews with 22 tourists who participated in a 'swimming with dolphins' experience are used to explore the importance of active participation and interaction in enhancing tourist attention and the memorability of the experience. Findings show that high levels of attention and memorability have been associated with particular cognitive and physical activities and interactions during the overall experience, and suggesting that on-site co-creation influences memorability by focusing a visitor's attention. This study contributes both to the understanding and conceptualization of co-creation experiences in the field of tourism by substantiating the usefulness of a psychologically-based approach to experience design.

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Section: Discussionsupporting

confidence: 90%

Co-Creation Experiences: Attention and Memorability

Campos¹,

Mendes

Valle

et al. 2016

Journal of Travel & Tourism Marketing

157

108

View full text Add to dashboard Cite

show abstract

“…Research in cognitive engagement and motivation suggests that students' conscious decisions about whether to engage in instructional content often depends on their sense of control and ability to do the work (Headden & McKay, 2015). Characteristics of environments that create a balance between behavioral, cognitive, and affective engagement with regard to prior knowledge include students clearly identifying and activating their prior knowledge, as well as linking their prior knowledge to new learning (Almarode & Miller, 2013). Martin et al (2012) have reported increased theater and music performances attendance and participation by highschool students related to each of the following: (a) their current performing arts study, (b) prior drama and theater participation, (c) past attendance to school-based performing arts, (d) past involvement in drama class or group, and (e) family attendance to performing arts events (this last one being also associated to increased dance performances).…”

Section: Variables Of Student Arts Engagementmentioning

confidence: 99%

“…Research in cognitive engagement and motivation suggests that students’ conscious decisions about whether to engage in instructional content often depends on their sense of control and ability to do the work (Headden & McKay, 2015). Characteristics of environments that create a balance between behavioral, cognitive, and affective engagement with regard to prior knowledge include students clearly identifying and activating their prior knowledge, as well as linking their prior knowledge to new learning (Almarode & Miller, 2013).…”

Section: Introductionmentioning

confidence: 99%

Factors That Optimize Engagement for Diverse Learners at Arts Performances for Young Audiences

2022

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Field trips to museums and performing arts centers are not a frequent activity for most students, so how do cultural organizations learn to make the most of these limited but potentially valuable “gateway experiences” toward increased arts participation? This cross-sectional study examines the engagement of students during a performance at a performing arts center with data collected over three seasons of performances across art forms, grade levels, and student populations (students who attend Title I schools, English learners, and students with disabilities) under the umbrella of Positive Youth Development theory. The findings of regression analyses and analyses of variance feature three aspects that may optimize positive engagement in the arts experience for students: prior attendance to performances, lessons in the art form, and preparation prior to the performance. However, when the data is disaggregated by priority populations, not all the factors predict higher positive engagement in a statistically significant way. The feature that may have a consistent incidence across all populations, and exclusively for students with disabilities, is preparation prior to the performance. These results present practical implications for audience recruitment, accessibility supports, and learning design for diverse learners.

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“…Research in cognitive engagement and motivation suggests that students' conscious decisions about whether to engage in instructional content often depends on their sense of control and ability to do the work (Headden & McKay, 2015). Characteristics of environments that create a balance between behavioral, cognitive, and affective engagement with regard to prior knowledge include students clearly identifying and activating their prior knowledge, as well as linking their prior knowledge to new learning (Almarode & Miller, 2013). In this study, two of the variables measure prior experience and knowledge through items about lesson taking in the art form, and past experiences at similar performances.…”

Section: Prior Knowledge and Experiencementioning

confidence: 99%

Factors that Optimize Engagement for Diverse Learners at Arts Performances for Young Audiences

Glass¹,

Begle²,

Hallaert³

2020

Preprint

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Field trips to museums and performing arts centers are not a frequent activity for most students, so how do cultural organizations learn how to make the most of these limited but potentially valuable “gateway experiences” towards increased arts participation? This paper examines the development of a short engagement survey instrument that was administered during three seasons of performances across art forms, grade levels, and student populations. The findings feature three statistically significant factors that may optimize positive engagement in the arts experience for students: prior experience of performances, lessons in the art from, and preparation for the performance. However, when the data is disaggregated by students who attend Title I schools, English learners, and students with disabilities, not all the factors predict higher positive engagement. The factor that may work across all populations and exclusively for students with disabilities is preparation. Practical implications for audience recruitment, accessibility supports, and learning design for diverse learners are then discussed.

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Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12

Cited by 6 publications

References 0 publications

Co-Creation Experiences: Attention and Memorability

Co-Creation Experiences: Attention and Memorability

Factors That Optimize Engagement for Diverse Learners at Arts Performances for Young Audiences

Factors that Optimize Engagement for Diverse Learners at Arts Performances for Young Audiences

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