Giant screen film and science learning in museums

John Fraser, Joe E. Heimlich, John Jacobsen, Victor Yocco, Jessica Sickler, Jim Kisiel, Mary Nucci, Lance Ford Jones, Jeanie Stahl

Research output: Contribution to journalReview articlepeer-review

10 Scopus citations


The authors review the giant screen (GS) film literature to determine if the form has unique attributes that contribute to science learning. They find that four attributes are claimed to contribute to higher learning outcomes: the sense of immersion by reducing peripheral views to a minimum; first person perspective contributing to the sense of presence in the film; narrative structure; and sensory stimulation of mirror neurons that promote kinesthetic learning. They demonstrate that most claims are without support in empirical research but uncover some recent results that give reason to believe these claims may be supportable. The authors conclude with a recommendation for a research agenda to support these claims as necessary, in order to defend the high production cost of GS film over conventional film.

Original languageEnglish (US)
Pages (from-to)179-195
Number of pages17
JournalMuseum Management and Curatorship
Issue number2
StatePublished - May 2012

All Science Journal Classification (ASJC) codes

  • Business and International Management
  • Visual Arts and Performing Arts
  • Tourism, Leisure and Hospitality Management


  • giant screen film
  • informal science education
  • science in the public interest
  • science learning
  • science museums
  • sensory learning


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