Effects of Using Programmed Cards on Learning in a Museum Environment1

Abstract

MUSEUM VISITORS (N=120) viewed an exhibit with or without the benefit of programmed cards. The presence or absence of feedback, and the amount of information on a card were manipulated in a factorial design. The experimental groups were compared to control Ss who received only a test on the material, or who studied and were tested on the exhibit without benefit of the cards. Analysis of posttest scores indicated that while the experimental groups performed significantly better than both control groups, no significant differences were found among the experimental groups. The data were compared to that of Screven (5) and discussed as supporting the hypothesis that the cards directed the visitor’s observing behavior.

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