This study explores the role of map exhibits in enhancing cognitive education in museums, focusing on the Henan Museum, situated within the broader context of cultural heritage preservation. It addresses the gap in understanding the educational potential of various map exhibits. The methodology centers on a qualitative approach, primarily involving the observational examination of map exhibits at the Henan Museum. This includes detailed observations of diverse exhibit types such as display panels, sand tables, models, and multimedia applications. The research uncovers that diverse map exhibits notably impact visitor cognitive learning and engagement, with different exhibit types catering to various learning preferences. Display panels provide clear, concise information, whereas 3D models and multimedia exhibits offer more interactive and immersive experiences. These findings align with theories of visual and experiential learning. This research contributes to museum education by highlighting how integrating cognitive science principles can enhance the educational impact of map exhibits, catering to various visitor learning styles and improving the overall museum experience.
Martin, A. J., Durksen, T. L., Williamson, D., Kiss, J., & Ginns, P. (2016). The role of a museum?based science education program in promoting content knowledge and science motivation. Journal of Research in Science Teaching, 53(9), 1364-1384.
Ress, S., Cafaro, F., Bora, D., Prasad, D., & Soundarajan, D. (2018). Mapping history: Orienting museum visitors across time and space. Journal on Computing and Cultural Heritage (JOCCH), 11(3), 1-25
Lu, J. (2018). Principles for the creation and application of auxiliary exhibits in museum exhibitions. Museum, 3.
Ruchen, N., & Guochen, D. (2014). Map Culture and its Values: An interview with Academician Wang Jiayao. Science of Surveying and Mapping, 39(12), 3-7.
Falk, J. H., & Dierking, L. D. (2016). The museum experience was revisited. Routledge.
Hein, G. E. (2002). Learning in the Museum. Routledge.
Hooper-Greenhill, E. (2007). Museums and education: Purpose, pedagogy, performance. Routledge.
Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & Gaming, 40(3), 297-327.
Hein, G. E. (2002). Learning in the Museum. Routledge.
Dong, W., Liu, Y., Hei, Q., & Yang, T., (2022). Research framework of pan-map spatial cognition theory and methodology. Journal of Wuhan University (Information Science), 47(12), 2007-2014.
Liben, L. S., & Downs, R. M. (1993). Understanding person-space-map relations: Cartographic and developmental perspectives. Developmental psychology, 29(4), 739.
Wang, K. Y., & Chen, Y. F. (2000). Theoretical cartography. PLA Publishing House.
Keates, J. S. (2014). Understanding maps. Routledge.
Miller, G. A. (2003). The cognitive revolution: a historical perspective. Trends in cognitive sciences, 7(3), 141-144.
Yan, J. (2017). Learning in Museums: Cognitive Characteristics of Museum Visitors and Preliminary Examination of Dissemination Strategies. Southeast Culture, p. 4.
Liu, L. (2022). Problems and Improvement Strategies in Museum Exhibition Displays. Comparative Studies of Cultural Innovation.
Nikolakopoulou, V., Printezis, P., Maniatis, V., Kontizas, D., Vosinakis, S., Chatzigrigoriou, P., & Koutsabasis, P. (2022). Conveying Intangible Cultural Heritage in Museums with Interactive Storytelling and Projection Mapping: The Case of the Mastic Villages. Heritage, 5(2), 1024-1049.
