Figure 30 - uploaded by Alex Elwick
Content may be subject to copyright.
Source publication
Similar publications
![Fig. 6 Number of AP -Accuracy Relationship from [17]](profile/Eko-Pasinggi/publication/336797191/figure/fig5/AS:826243549241344@1574003221450/Number-of-AP-Accuracy-Relationship-from-17_Q320.jpg)
Citations
... Museums, as well as highly cultural heritage attractions, are multi-functional services whose mandates commonly comprise a variety of objectives (Wu & Wall, 2017) and commonly considered as being informal education and training sites and have been broadly recognized for their ability to promote the development of interest, motivation, enthusiasm, general openness, alertness and eagerness to learn and cultural awareness (Elwick, 2013). ...
In the current modern world, gamification and its innovative methods become one of the primary tools for advanced communication and socialization with users in a variety of sectors—finance, marketing, business training and entertainment (Kapoor et al (2018) Inf Syst Front 20:531–558). Studying the skills of the game link shows that game plays a powerful and productive role in improving the key skills and competencies required for success in education, real life and professional realization (Pellegrino JW, Hilton ML (2012) Education for life and work : developing transferable knowledge and skills in the 21st century. The National Academies Press. http://www.nap.edu/catalog.php?record_id=13398). Comprising the historical-cultural heritage in the field of gaming cultural heritage training might be one of the most promising learning approaches for visitors of all ages. This article presents the results of a methodical review, aimed to understand how gamification environment used, for the past 5 years, for promoting cultural heritage sites, activities and enhancing knowledge. Results indicated that a total of 72 studies have been published between 2015 and 2020, and 45 were selected for a systematic review.
... Formal learning is the form of knowledge acquisition that takes place within the school framework, usually in the framework of teacher-directed, organized, and structured knowledge acquisition. While informal learning is learning driven by a spontaneous, non-direct learning goal, which is often hidden from the individual (Elwick 2013). In the real-life, it is not easy and unproblematic to carry into execution the contact between the museums and schools. ...
The study aims to present the best practices of museum education, art pedagogy and circus pedagogy in Hungary, to highlight their importance and their role as mediators of cultural values and their role in social equal opportunities. It emphasizes the role of non-formal forms of learning that are capable of meeting learners’ needs in a well-defined, differentiated, and experiential way outside the school system. At the same time, the study reflects on current issues in the renewal of museum education. Among other things, for those who want to study, «everything is more interesting outside of school». Changing learning habits and technical opportunities poses a major challenge in sustaining learning motivation. It also emphasizes the potential of informal learning in diverse settings - family, community, informal and supportive of information acquisition and capacity building (Coombs 1969, 1972). It cites examples of good domestic practice as interpreted by the Constructivist Museum (Anderson 2008; Black 2012; Hein 2004 a, b) and refers to programs, projects, and circus pedagogical initiatives for SEN and disadvantaged groups.
In the current modern world, gamification and its innovative methods become one of the primary tools for advanced communication and socialization with users in a variety of sectors-finance, marketing, business training and entertainment (Kapoor et al., 2018). Studying the skills of the game link shows that thr game plays a powerful and productive role in improving the key skills and competencies required for success in education, real life, and professional realization (Pellegrino & Hilton, 2012). Comprising the historical-cultural heritage in the field of gaming cultural heritage training might be one of the most promising learning approaches for visitors of all ages. Gaming methods applied to cultural heritage studies include an opportunity to develop digital learning scenarios and paths based on vital historical themes and provide visitors with the possibility for cultural heritage learning. This article presents the results of a methodical review, aimed to understand how the gamification environment has been used, for the past five years, for promoting cultural heritage sites, activities and enhancing knowledge. A total of 72 studies have been published between 2015 to 2020, and 45 were selected for a systematic review. Results indicated that the final studies selected are mainly using novel gamification approaches for the promotion of cultural heritage.
