Designing science exhibits that promote visitor engagement and learning remains a challenge. While theoretical models about visitor learning has been thor-oughly addressed in the academic literature, there is little empirical knowledge about actual exhibit design. This takes place in a landscape of rapidly developing interaction technologies, while the demand for inclusion and equity measures increases. This lit-erature review aims at bridging knowledge from across various disciplines to offer a recent and comprehensible overview, providing a new status quo for further research and practice in exhibit design. Beginning with a definition and introduction of central terms and theoretical constructs around informal learning and visitor experience, the paper continues with a chronological overview of exhibit design research. Finally, a comprehensive female-promoting science exhibit design framework is presented, and major research gaps are identified.