Resumo

OCHOA ANGRINO, Solanlly et al. Design of a Learning Scenario for Museums Using TRIZ and ACT. Pensam. psicol. [online]. 2013, vol.11, n.2, pp.71-88. ISSN 1657-8961.

Objetive. This interdisciplinary study used the Theory of inventive problem solving (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 problem of teaching visitors about migratory birds who arrive at Colombian wetlands. The design process was conducted in two phases. The first analyzed the technical component of the problem with TRIZ, and the 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 fun. Also, the learning scenario should exhibit minimal assistance of museum guides and the use of new technologies directed toward the educational objective. The CTA makes it possible to understand that the main function of the learning scenario was to promote the visitors understanding of the concepts involved in the relationships among man, wetlands and migratory birds. Conclusion. The design of this game gives priority to the educational factors, promoting 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.

Palavras-chave : Interactive museums; video game; TRIZ; cognitive task analysis; interdisciplinary research; education.

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