Abstract
The Museum of New Zealand Te Papa Tongarewa (Te Papa) in Wellington is New Zealand's national museum. In recent years its diverse educational programs have been re-invigorated with the introduction of new learning experiences for visiting school groups. This article describes a qualitative, formative research evaluation of the activities of Te Papa's innovative Hinatore Learning Laboratory digital facility initiated at from 2107. Researchers from the University of Otago conducted an abductive inferential evaluation of participant experiences in the Museum and its digital learning setting. Gathering data from visit observations, questionnaires, and interviews, and analyzing this against Museum priority learning competencies of collaboration, communication and cultural engagement, they confirmed innovative practices and positive learning experiences, but also tensions between the excitements of digital engagement and the agendas of class curriculum and thematic inquiry. Two school classes were observed, working in existing Museum natural history or art display areas, then extending their thematic learning using 3D imaging, augmented reality, virtual reality and digital animation media. Researchers found that, situated against the conventional applications of digitally enhanced museum experiences, Hinatore learning 'challenges' broke new ground in the synthesis of digital technologies into museum-based learning, in ways that complemented existing school access to digital technologies, or informed aspirational strategies for future adoptions. Tracking Hinatore activities a year later, researchers found the commitment of Museum educators to reflexive practice and innovative problem solving had generated engaging and satisfying ways of melding display experience, content learning, and ways of using the digital toolbox as a transferable, sustainable, and classroom-friendly learning medium.