4 Things Museum Exhibit Designers Can Learn From Wordle

Wordle is a massively popular online word game.  Whether you play the game or not, there are four important aspects of Wordle that every exhibit and experience designer should keep in mind.

1) Approachability

The rules and gameplay of Wordle are easy to learn and easy to understand.  There are no long and complicated instructions.  In fact, an experienced player could explain the game to a brand-new player in seconds.  Intuitive experiences are ones that a wide range of users can engage with right away.

2) Desireability

Wordle is only available to play once a day.  I think the fact that you can't really "binge" Wordle builds up a level of anticipation in players and creates something they look forward to.

3) Flexibility

Even though Wordle is fairly simple to play, the design and structure of the game invite players to try a variety of strategies.  Some people always use the same starting word, while others try different words every day.  Some players think it's important to use vowels right away, while others think exactly the opposite.  Like many design challenges, there is usually not just one right answer or approach.

4) Shareability

Lastly, even though Wordle is an online game, it lends itself to social dynamics.  Many people (myself included!) share their daily scores with family or friends, and the big "SHARE" button that pops up at the end of every game encourages that social sharing.

If you don't already play Wordle, give it a try.  Who knows, it might inspire your next design project!

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Paul Orselli writes the posts on ExhibiTricks. Paul likes to combine interesting people, ideas, and materials to make exhibits (and entire museums!) with his company POW! (Paul Orselli Workshop, Inc.) Let's work on a project together!

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Synchronizing Art and Science Activities -- A Guest Post from Bernie Zubrowski

Bernie Zubrowski is an artist and educator whose work at the Boston Children's Museum (including the "Bubbles" and "Raceways" exhibitions) continues to influence museums around the world.

Recently Bernie created a website that shares ideas about synchronizing art and science activities, and he was kind enough to share his thoughts on the subject in the guest post below:

In recent years, the role of the arts in education has gained increasing attention. Some educators have argued for the inclusion of art with STEM subjects now promoting STEAM (Science, Technology, Engineering, Art, Math). There have been a number of long-term studies that have established the benefits of more art activities in the school day justifying this inclusion. 

Some current approaches integrate art into science or science into art.  A quick internet survey of activities that integrate art and science indicates insufficient time is allotted for art skills, expression, and the development of scientific concepts.  A report by Hetland and Winner (2001) summarized various research on the impact on students learning regarding the transfer of skills and knowledge from the arts to other subjects. Significantly, they advocate for art education as a separate undertaking in itself, because "The primary justification for art education should remain the intrinsic importance of the arts and the skill that they develop." (p. 15).  Likewise, science educators recognize that an in-depth investigation is necessary for students to fully grasp basic concepts.

 

These considerations lead to a need for an in-depth approach, where skills and concepts can be developed in an authentic manner while there is still an integral connection between art and science. One possible approach is to explore and investigate a common phenomenon, artifact, or organism, where there are parallel synchronized investigations in the art and science class. Light and shadows, mirrors, mobiles, or pond organisms, among others, are examples where there can be synchronized investigations. 

Leonardo DaVinci is an exemplar of this approach. In Walter Isaacson’s biography of DaVinci, he points out that at times DaVinci gave his full attention to exploring phenomena such as air and water movement, without regard to its artistic import. However, these explorations would later shape how he painted natural scenes.

This synchronized approach would have a parallel structure where students in science classes explore the properties of light by developing physical science concepts, and in art classes by exploring the properties of light to create drawings, paintings, and sculptures that express their affective reaction. The explorations in art can result in a personal connection to the phenomenon, adding to the students’ motivation. In science, the investigation can lead to a deeper understanding of a part of the natural world.

In other parts of the website, there is an extended and in-depth development of a rationale for this approach and its pedagogical implications. There are also outlines of investigations showing how Art and Science activities can be synchronized. 

Visit Bernie's "Synchronizing Art and Science Projects" website to learn more!

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Paul Orselli writes the posts on ExhibiTricks. Paul likes to combine interesting people, ideas, and materials to make exhibits (and entire museums!) with his company POW! (Paul Orselli Workshop, Inc.) Let's work on a project together!

If you enjoy the blog, you can help keep it free to read and free from ads by supporting ExhibiTricks through our PayPal "Tip Jar"