Diseño de un escenario educativo para museos con el uso de TRIZ y ACT

Abstract

Objetive.
This interdisciplinary study used the Theory of inventive problem solvi
ng (TRIZ) and Cognitive task
analysis (CTA) to address the problem of designing learning scenarios.
Method.
The study was conducted
in a natural science museum in Cali, Colombia to solve the educational prob
lem of teaching visitors about
migratory birds who arrive at Colombian wetlands. The design process was cond
ucted in two phases. The
first analyzed the technical component of the problem with TRIZ, and t
he second analyzed the educational
component with CTA. The analysis involved 23 participants: six systems
engineers, a mechanical engineer, an
electrical engineer, two psychologists, two biologists, a physicist,
a museum technician, a historian, a museum
guide, a graphic designer, and six engineering students.
Results.
The TRIZ application makes it possible to
conclude that the learning scenario should be easy to use, durable and fu
n. Also, the learning scenario should
exhibit minimal assistance of museum guides and the use of new technolo
gies directed toward the educational
objective. The CTA makes it possible to understand that the main functi
on of the learning scenario was to
promote the visitors understanding of the concepts involved in the relat
ionships among man, wetlands and
migratory birds.
Conclusion.
The design of this game gives priority to the educational factors, promot
ing
environmental conservation, without neglecting the entertainment component. A
balance between them
seems difficult to achieve in human-computer interaction application designs
on which the focus is generally
on fun, using sophisticated technological resources and aesthetic sense.