Wiseman Richard, Watt Caroline
School of Psychology and Sport Science, University of Hertfordshire, Hatfield, Hertfordshire, United Kingdom.
School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, Midlothian, United Kingdom.
PeerJ. 2020 Mar 9;8:e8747. doi: 10.7717/peerj.8747. eCollection 2020.
For hundreds of years, magic tricks have been employed within a variety of pedagogic contexts, including promoting science and mathematics, delivering educational messaging, enhancing scepticism about the paranormal, and boosting creative thinking for product design. This review examines this diverse body of work, focusing on studies that have assessed the impact of such interventions. Although the studies tended to yield positive outcomes, much of the work suffered from methodological shortcomings, including measuring the impact of interventions over a relatively short period of time, focusing on self-report measures and failing to employ control groups. The paper makes several recommendations for future study in the area, including assessing the longer-term impact of magic-based interventions, comparing these interventions to other types of pedagogic techniques, focussing on knowledge retention and behavioural outcomes, and collaborating with magicians to develop more impactful interventions.
数百年来，魔术已被应用于各种教学情境中，包括推广科学和数学、传递教育信息、增强对超自然现象的怀疑态度以及促进产品设计的创造性思维。本综述审视了这一多样化的研究领域，重点关注评估此类干预措施影响的研究。尽管这些研究往往产生了积极的结果，但许多研究存在方法上的缺陷，包括在相对较短的时间内衡量干预措施的影响、侧重于自我报告测量且未采用对照组。本文针对该领域未来的研究提出了若干建议，包括评估基于魔术的干预措施的长期影响、将这些干预措施与其他类型的教学技术进行比较、关注知识保留和行为结果，以及与魔术师合作开发更具影响力的干预措施。
