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Abstract
This research explores the use of mobile technology to create personalized learning trails through the capture, editing and sharing of audio, photos and text during visits to museums, botanic gardens and cultural heritage sites. I report results from several recent trials in which visitors used mobile devices to collaboratively create, edit and share trails. Visitors included 9- to 10-year-olds, as well as adults, studying the subject of horticulture in a botanic garden or relating artworks to personal experience in art museums. The overall goal is to find the appropriate levels of structure, support and focus for school visits as well as for casual visitors. Findings so far indicate that a narrow subject focus and a manageable amount of data capture are appropriate in most cases. Audio has proven the most important mode for communication and interpretation. Voice recording not only is easier and faster than entering text, but also enables visitors who may have writing difficulties. Audio is particularly effective when used collaboratively - for example, when two people have a conversation or share their impressions while in front of the artifact or exhibit of interest.
... Recently, Zimmerman and Land [8] addressed the use of mobile devices for informal science education at public spaces and provided four suggestions: (1) support social interaction within informal settings; (2) enhance the visitors' experiences through the use of games, scientific narrative, and disciplinary-relevant aspects; (3) integrate activities to avoid visitors becoming passive learners; (4) provide aftervisit support to bridge the learning using social media or other relevant media. Previous studies have highlighted the use of mobile guide technologies at various informal educational settings such as museums [3,[9][10][11][12][13][14][15][16] botanic gardens [2,17]; zoos [18]; and aquariums [10,[19][20][21]. ...
... Advances in Human-Computer Interaction 3 A study by Walker [17] highlighted the importance of accommodating different user needs in informal learning settings such as historical sites, botanic gardens, and museums. ...
... The evolving definition of museums by the International Councils of Museum (ICOM) includes botanic gardens, zoos, aquariums, and science centres. Moreover, previous studies (i.e., [17,53,54]) have also discussed their studies within similar contexts. The instruments have been used to measure visitors' experiences in different museums and historical churches in UK [3,6,7], Korea [55], Malaysia [56], China [57], and Austria [58,59]. ...
This empirical study was conducted to measure visitors’ experiences with a mobile guide application at Kuching Orchid Garden (KOG). A between-group experimental design with 114 participants was conducted to test three groups; (1) a group using the mobile guide application as an information aid, (2) a control group (with no information aid), and (3) a group using pamphlets to explore the KOG. The Museum Experience Scale (MES) was used to evaluate visitors’ experience for all participants, whilst the Multimedia Guide Scale (MMGS) was used to evaluate the visitors’ experience with the mobile guide group. The most notable result from the Museum Experience Scale (MES) showed an impact on the visitors in terms of knowledge and learning when using the mobile guide application. However, the study found that enhancing visitors experience goes beyond simply providing interactive technologies in public settings to aid with information delivery. A limitation was providing relevant information in a timely and seamless manner due to inaccuracies of mapping between physical and digital environments. Future works should consider beacons and other Bluetooth low energy (BLE) technology to address the issues with location based devices. It is also important to highlight that the use of one’s own device had a significant impact on learnability and control of the device, thus suggesting that the BYOD concept should be widely used in informal educational settings implementing mobile guide applications. The use of MES and MMGS informs future researches with an understanding of the different dimensions of visitors’ experiences with mobile guide technology in public spaces to inform mobile application development that may further boost visitors’ engagement, emotional connection, and meaningful experience.
... Their narrative trails model includes the creation of the trail an 'enactment' of their pathway through the exhibit, followed by editing, the process of reflection making comments and annotating the trail, and sharing of the trail with future visitors via a website. This is echoed by Walker (2007), who argues the conceptual framework information is embedded in facilitates the integration of information and is central to what is remembered. This places the use of mobile technologies to support the creation of multimodal personal stories, and opportunities for online collaboration to create and share multimedia stories supports into a clear learning framework focused on the creation of interactive experiences for the visitor. ...
... Thus OOKL serves to facilitate the integration of information and is key to what is remembered. Walker (2007) and Vavoula et al (2009) both note that the character of the visitor engagement can also be enhanced by the use of OOKL, noting that visitors look more carefully and with more detail at objects using the phone as a visual aid. Vavoula et al (2009, p. 297) note that creating objects was popular among the students and suggest that students 'appreciate the sense of creativity and ownership that comes with creating their own representations of exhibits." ...
... The value of conversations is well known in museum learning and Sharples (2005) notes that learning is perceived as being as much about conversations as content. Walker (2007) argues that research using mobile technologies in museums and other informal sites of learning suggests audio is effective as a constructive tool for learning -particularly in collaborative situations. In particular the ways in which photographs of objects promote discussion and conversation. ...
A multimodal semiotic approach is applied in this chapter to three examples to illustrate how the use of digital technology in museums and galleries can re-mediated the visitor experience (Jewitt, 2009; Kress, 2009). The examples are selected to expand upon the themes raised in Chapter X. They each explore different technologies, contexts and purposes and to illustrate the successful use of digital technology in exhibitions, galleries, or interventions: 1. You Tube and Flickr: The Weather Project by Olafur Eliasson at the Tate Modern Museum; 2. Interactive artefacts, virtual tours and Websites: The Winston Churchill Museum; 3. Mobile Technologies: OOLK at the D-Day museum
... These are characterised as 'socio-technical experiments,' following [7] Along with the hardware, we have designed targeted activities designed to familiarize users with the technologies and the concepts underlying them. These follow from the data collected in the villages, described previously, and from our previous research [8]. For example, farmers are encouraged to collect and send data daily or weekly from a technology-enhanced agricultural plot as a simple blog posting or audio podcast. ...
... The recording is then broadcast to the rest of the community using an FM radio transmitter attached to the iPod, or from the local community radio station in the case of Kambu. This form of audio journalism was found to be effective with students in outdoor activities [8]. In this case the activity was of interest to the villagers, and will be conducted more fully later in the project. ...
... Agricultural trails: This is a knowledge-sharing activity in which farmers regularly record the status of their crops in the form of a "trail" through their shamba or agricultural plot. This also follows from activities successfully trialed in the UK [8]. In this case the activity is designed to orient farmers to the use of recording technology in advance of the automatic recording that will be done via sensor network to be tested later. ...
We describe our approach and initial results in the participatory design of technology relevant to local rural livelihoods. Our approach to design and usability proceeds from research in theory and practice of cross-cultural implementations, but the novelty is in beginning not with particular technologies but from community needs, and structuring technology in terms of activities. We describe our project aims and initial data collected, which show that while villagers have no clear mental models for using computers or the Internet, they show a desire to have and use them. We then describe our approach to interaction design, our expectations and next steps as the technology and activities are first introduced to the villages.
... Mobile cooperative and educational games (Laurillau and Paternò 2004) introduce new genres of interaction between museums visitors and the exhibit by engaging them in, for example, trading games (Luyten et al. 2006). Lately, mobile telephones represent a step further in the development of visitors' interactions with museum objects, where the mobile telephone can be understood as an exhibition tool (Kahr-højland 2006) that can support visitors' constructions of learning trails (Walker 2007). Earlier studies have shown that the success of exploring a museum exhibition using digital media is highly dependent on the familiarity of the users with the media (Falk and Dierking 2008). ...
... Also, its character of being personal as well as a social media makes the mobile phone an important tool for engaging young people in the exhibition. Two design concepts in support of the explorations and interpretative work of young exhibition visitors was implemented: using mobile phones for (a) collecting information (see alsoWalker 2007) and for (b) exploring the artefact's history. Collecting has been conceptualized as an activity that museum visitors perform collaboratively or individually. ...
In the twenty-first century, we are literally surrounded by digital things and things that turn out to be digital – or have
some digital parts or are parts of a larger system in which there are digital elements. We carry around mobile phones and
watches; many also have additional music players, PDAs or PCs. We live in houses filled with digital networks and artefacts;
we depend on infrastructures that are partly digital and have digital systems attached to them; we use public and private
services that are digital, are based on digital infrastructures and have other digital systems attached to them; and we experience
embedded, ubiquitous computing as we live in digitally enhanced environments that support our activities with or without our
conscious control. The digital layer(s) in the world constitute a real world.
... 80 LBG have been used in some educational programs, 81 and can be met in different types, 82 such as location based storytelling, 83 action games. 84,85 treasure hunts, 86,87 or role playing game. 88,89 On the other hand, many commercial LBG have been deployed with great success over the last years and a lot of them can be found in the "Encyclopedia of location-based games (or GPS-games)." d The usual infrastructure of such games consist of 82 : (1) the game engine, (2) the virtual space, and (3) the user profile database. ...
Healthcare education is continuously looking for new ways of delivering learning and teaching. Recently the Internet of Things came into the foreground envisioning a future in which digital and physical entities can be linked. While the idea of pervasive, context-aware, and location-based game leanring is not new, they all can be included under the Internet of Things in education notion, as a digital innovation enhancing healthcare education. This chapter debates the role of Internet of Things (IoT) in education in a healthcare context. Initially, a discussion and a definition of what considered as Internet of Things will be given, followed by an overview of IoT in Healthcare. Next, the technologies used in Internet of Things are briefly discussed, followed by an analysis of security issues and challenges for IoT. The theory underpin the Internet of Things in education is explained, succeed by a discussion on the benefits and limitation of a context aware educational system interacting with environment or location-based learning games. The case of ViRLUS is presented as a representative combination of current and future digital innovations. Last but not least, the Internet of Things in education concepts are summarized and future visions are discussed.
... It is also important to design the mobile guide to accommodate different visitors' needs and preferences. Walker (2007) explored the use of mobile phone technology in museums, botanic gardens and cultural heritage sites that mainly focused on children aged 9-10 years old, as well as, adults who study horticulture. Several other studies have been carried out to design and develop mobile guides that supported different levels of 'accessibility'. ...
Mobile Guide technologies in public spaces, particularly museum are not new and have changed the way visitors’ access information during their visit. Smartphone applications (apps) are increasingly popular because it can be accessed before, during and after the museum visits. This has impacted the way exhibitions are designed and the resulting visitor experience. Therefore, it is important to measure what effect the use of smartphone technology has on visitor experience. An “in the wild” study was conducted to investigate visitor experience in Islamic Art museum, both with and without Islamic Arts Museum Malaysia (IAMM) Mobile Guide (smartphone apps). A total of 55 participants took part in the study. The Museum Experience Scale (MES) was used to measure visitor experience, whilst the Multimedia Guide Scale (MMGS) was used to measure visitors’ experiences with the IAMM Mobile Guide. Results showed that scores on all components of MES suggested a positive experience at the IAMM with the component of meaningful experience being the highest score, followed by the component of knowledge and learning. Scores on the MMGS also showed a positive experience in using the mobile guide with learnability and control scored the highest, followed by general usability.Keywords: user experience (UX); visitor experience; museum; smartphone; applications; mobile guide
... Many aspects of this earthquake investigation are paralleled by other studies undertaken by the London Knowledge Lab utilizing mobile tools in scientific fieldwork. Specifically the lab monitors students studying earth and life sciences in the field, links them with experts in real time, and engages them in the practices of expert scientists [Smith and Walker, 2007;Walker, 2007]. These studies also include the use of Google Earth and parallel in methodology, the manner of the earthquake reconnaissance study described here. ...
... Educational technology research has extended their use into the areas of learning (Kukulska-Hurme & Traxler, 2005), for example by enhancing and augmenting exhibitions at places such as museums. Walker (2007) describes a project about letting visitors to a botanical garden create personal learning trails by capturing the presented material using mobile phone technology for later visits, in order to personalize and enhance the learning processes. O'Hara et al. (2007) similarly focus on collecting content in their study of using 2D barcodes to be interpreted by mobile phones, as a way of enhancing the visitor's experience of the exhibits at London Zoo. ...
Developments in mobile phone technology, together with an increased research interest in utilizing computer games to facilitate teaching and learning, is an important part of the background for the emergence of the area of mobile computer games, or location based games in school. This paper describes both the design process, and an evaluation of a location based game for teaching and learning history - Premierløytnant Bielke. We argue that by using the surroundings and milieu that are local to the students in a playful context, we can support the construction of meaning related to the subject of history in a way that is both engaging and worthwhile.
... These are termed emergent narratives. Another example of user participation in defining the narrative of a certain space is the case of merging of media like blogging and location-aware experiences (the term mobile blogging has been used in this case) as discussed by Walker (2007). ...
In this paper we discuss current practices and trends in the use of narratives in location-based games for learning. This is a new area of research and practice termed playful narratives. The main aspects of these games are discussed. In particular, we focus on their narrative structure, the interaction modes that they afford, their use of space as prop for action and the possible learning impact they have. First, we introduce the theoretical and empirical considerations of playful narratives, then; an analytical framework of their main characteristics is introduced, discussed through typical examples of such games. Finally we conclude with an outline of future trends and possibilities that this kind of activities can have on learning in the future.
... Educational technology research has extended their use into the areas of learning (Kukulska-Hurme & Traxler, 2005), for example by enhancing and augmenting exhibitions at places such as museums. Walker (2007) describes a project about letting visitors to a botanical garden create personal learning trails by capturing the presented material using mobile phone technology for later visits, in order to personalize and enhance the learning processes. O'Hara et al. (2007) similarly focus on collecting content in their study of using 2D barcodes to be interpreted by mobile phones, as a way of enhancing the visitor's experience of the exhibits at London Zoo. ...
Developments in mobile phone technology, together with an increased research interest in utilizing computer games to facilitate teaching and learning, are an important catalyst for the emergence of the area of mobile, location-based computer games in schools. This article describes both the design process and an evaluation of Premierløytnant Bielke, a mobile, location-based game for teaching and learning history using mobile phones. We argue that by using the surroundings and milieu that are local to the students in a playful context, we can support the construction of meaning related to the subject of history in a way that is both engaging and worthwhile. Article Preview
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Related Work In Learning With Games And Place-Based Education
Prensky (2001) has described the young generation as digital natives, where the computer is considered a naturally embedded part of youth culture. Several authors (e.g., Fromme, 2003; Gee, 2003) highlight that computer games are a significant element of computer use for the same generation. The impact for society in general is also notable. The first references to the notion that the gaming industry has surpassed the movie industry in annual turnover, for example, are now many years old (Schirra, 2001). The gaming industry and computer games are becoming an increasingly significant cultural phenomenon or an “enculturation force” (Halverson, Shaffer, Squire, & Steinkuehler, 2006, p. 1049). Computer games have also been entering the educational sector on several levels for quite a while. According to Egenfeldt-Nielsen (2006), the first experiments with computer games in the classroom started in the early 1970s.
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... Researchers are utilizing platial systems in several domains. Some of the earliest systems implemented were various forms of digital tour guides (and the frameworks to support them), providing contextual information to augment physical navigation of buildings, urban areas, and heritage sites (Abowd et al., 1997;Cheverst et al., 2000;Walker, 2007). Others were developed to explore user-driven, location-based information sharing and public conversation (digital graffiti) (Burrell and Gay, 2002;Espinoza et al., 2001;Fagerberg et al., 2003;Lane, 2003;Counts Media Inc., 2009). ...
(ABSTRACT) Mobile, digital technologies are thought to augment and transcend the limits of our
... Our previous and related projects have involved learners interacting outside in small groups, often accompanied by an adult facilitator, with mobile technologies designed to guide and prompt their activities and collect work output, e.g. Ambient Wood (Rogers et al., 2005), SENSE (Smith et al., 2005), e-Science Public Understanding (Underwood, 2004), Chawton House (Weal et al., 2006) and Personalised Learning Trails (Walker, 2007). In our current e-Science Usability project 1 we investigate these areas further and our focus is capturing sufficient data to reveal: ...
One of the benefits — for both learners and researchers — of using mobile technologies in informal learning is the ability to capture the process as well as products of learning, plus elements of the surrounding context. Thus, we have used a combination of tools including a purpose-built mobile learning system, audio recordings, video, text messages, photos and web server logs. The post-session reflection used all of those methods, and we introduce what we believe is a new research tool, the Photo Story. From a research point of view, constructing a cohesive story from multiple streams of media is challenging. In addition, we have observed interesting differences in learner-captured vs. researcher-captured media and its perceived value during analysis. We present initial findings and issues from recent work in this area involving mobile and static learners aged 10-12 in an indoor/outdoor summer camp activity. We conclude with some issues raised for discussion from the experience and of the data captured.
... In examining the relationship between children and mobile technology we adopt a learner-centered definition of mobile learning; a characterization of mobile learning as learning which occurs when it is not in a fixed location or happens when a learner takes advantage of learning opportunities offered by mobile devices (O " Malley et al., 2003). Our previous and related projects have involved learners interacting outside in small groups with mobile technologies designed to guide and prompt their activities and collect work output (Rogers et al., 2005; Smith et al., 2005; Underwood et al., 2004; Walker, 2007). In our current project we investigate these areas further. ...
In this paper we present a descriptive account of children"s interactions with mobile technology in a non-school context. The My Mobile Mission (M3) trial was conducted in an informal setting with the aim of better understanding the role of mobile technology as a mediator within science learning activities. Six children, aged 11, were asked to complete an outdoor treasure hunt activity using a combination of two mobile phones and a video camera. They were required to solve clues, discover examples of sustainable energy, and document their findings. We analyzed the treasure-hunt activities to determine how mobile devices were integrated into the learning activity, to identify the extent to which children were able to construct meaning using mobile technology, and to better understand the roles which emerged. Our findings have clearly demonstrated that children were able to successfully incorporate mobile devices into their learning activities and were strongly motivated to do so. While children were able to effectively construct meaning as they explored their environment, the mobile technology could have better supported reflective processes. A key motivating feature of the M3 activities was the flexibility provided by multiple devices which allowed children to take on a range of roles.
... apart from these challenges, it seemed that the use of the mobile telephones as tools for exploring the museum exhibits was successful. This supports findings from other studies of museum communication with mobile telephones (Walker 2007) (Fig. 4.4). Limitations in terms of time had implications for how the weblogs were used as a source for the collection of virtual ethnographies. ...
Theories and analytical perspectives are linked to methods. The discussion of the methods used to capture the complexities
of practices with a focus on social, cultural and economic layers (Jordan and Henderson 1994; Wagner 1994; Sjöberg 1996; Newman
1998) represents an important resource for a discussion of designers’ interpretative work with both traditional and new experimental
methods. In previous chapters we have described our collaborative and multidisciplinary perspectives that are also mirrored
in the methods we use in the exploration of practices. These practices are technical, organizational, knowledge-based and
socio-cultural. Our aim is to explore and maintain the complexity in design as a mix of all of these.
... A significant volume of work has isolated aspects of interaction with public systems, for example: how people interact with public installations [1], how social interaction shapes people's experiences [9], and how design can embody aspects of situated user experience [3] [4]. Recent work [5][2][10] [12] [14] has concentrated on the role of portable artefacts, predominantly personal mobile devices, and how they can support engagement and interaction. However only a small amount of this work -specifically that of Fraser et al [6] -has looked at how to design systems that incorporate multiple heterogeneous points of interaction working together to support a coherent visit in a larger site. ...
This paper presents an empirical approach to designing and deploying technologies to support visitor activities in exhibition spaces. Specifically, we focus on the concept of "assembly" and how it was extended and applied to develop an interactive installation for an open-air museum. We argue that this approach to designing for a meaningful visitor experience is particularly suited to open-air visit scenarios; we describe how we have extended the approach and applied it, detailing the resulting multi-device installation that was deployed on site, and presenting some reflections on the usefulness of the assembly concept.
... Following the field trip, further support is needed to help students connect their experiences from the museum back to the classroom [2]. Providing opportunities for students to revisit their museum experiences; to build new understandings based on these experiences, and their prior classroom learning helps improve conceptual and affective outcomes of the museum visit [13,20,32]. Back in the structured classroom environment, students can build stronger connections between their experiences in the museum and science concepts learned in the classroom [2]. ...
Nomadic scientific inquiry -- technology-supported authentic inquiry done on-the-go, across settings -- has the potential to engage students in learning new concepts and practicing essential science skills. We developed the Zydeco system to support nomadic inquiry in part through enabling the collection and annotation of multimodal data (photographs and audio notes). The system was designed to bridge school and museum contexts through project-based science inquiry. In this study, we explore how Zydeco influences student behavior and sensemaking in the museum. We compared the behaviors of middle-school students who used either Zydeco or paper worksheets to perform inquiry in a museum, and found that, while both the worksheets and the system engendered heads-down behavior, the Zydeco system increased active sociocultural engagement.
This empirical study was conducted to design, develop, and evaluate children's experiences with a game-based mobile guide (GBMG) application at Sarawak Cultural Village (SCV). The Interaction Design lifecycle model was used for the systematic development of the GBMG application. A total of 45 children took part in this study who were divided into two groups: a paper-based pamphlet and GBMG application group. The Museum Experience Scale were used to evaluate the overall experience with the GBMG application in this study. Results showed that the children in the mobile-based groups have a higher mean for the four dimensions of MES, although the difference is only significant for the emotional connection dimension. This study shows that the game-based mobile guide application did not significantly improve children's museum experience at SCV except for their emotional connection. Additional findings from the Heuristic Evaluation with six Human-Computer Interaction experts offered a deeper understanding of why the GBMG did not improve the children's visitor experience at SCV. The outcome of this study contributes to the research field of game-based mobile applications to enhance children's experiences at living museums with several issues raised for further research.
Developments in mobile phone technology, together with an increased research interest in utilizing computer games to facilitate teaching and learning, are an important catalyst for the emergence of the area of mobile, location-based computer games in schools. This article describes both the design process and an evaluation of Premierløytnant Bielke, a mobile, location-based game for teaching and learning history using mobile phones. We argue that by using the surroundings and milieu that are local to the students in a playful context, we can support the construction of meaning related to the subject of history in a way that is both engaging and worthwhile.
This paper presents solutions for both museum exhibitions and mobile guides using multimodal mixed reality interfaces based on open standards that can be highly customisable and intuitive to attract and engage a broad spectrum of users. For indoor exhibitions, some of the most characteristic technologies will be presented to demonstrate how multi-modal presentations and interactions of three-dimensional heritage environments can provide enhanced support in practice. For mobile personalised applications like on-site visits, a highly customisable mobile framework illustrates how personalized visits to open-air heritage sites can be performed. The multimodal mixed reality interfaces take into account the diverse needs of visitors to heritage and mobile guide exhibitions allowing for multimedia representations of the same content but using diverse interfaces including a web, a map, a virtual reality and an augmented reality domain. Different case-studies demonstrate the capabilities of the multimodal mixed reality interfaces when applied to museum and open-air environments as well as how personalisation and customisation can be performed to meet a wide range of user needs.
The paper proposes a conceptual framework, informed by activity theory, for designing technological support for meaning making in museum learning. The model describes a complex interaction between two activity contexts, the one associated with learners' own interests, goals and expectations, and the one associated with the design, functionality, and history of a museum artifact. The model is intended to be used as an analytical tool supporting a systematic exploration of specific interaction design solutions for enhancing learners' experience in museum settings.
There is a lack of collaboration between universities and museums in supporting design students’ learning and a corresponding lack of targeted learning resources.
This paper focuses on the ‘iGuides from StreetAccess’ project, which has involved the creation of 20 web-based trails for design students to access on PDAs at the Victoria and Albert Museum. It reports initial findings from the evaluation of two trails, detailing aspects of trail design and their possible usefulness to students.
It suggests that such materials can encourage students to develop object-based learning skills - skills which design tutors may perceive as innate or best left to develop with a minimum of direction. It concludes that museums can usefully supply HE design students with guidance and suggest ways of engaging with its collections.
Describes the "jigsaw technique," an alternative to conventional classroom teaching methods. Rather than grouping a whole class around a teacher, the students are taught to work in smaller interdependent groups; each child is given a part of a topic to be studied, and when finished, the students fit their pieces of the subject area together to form a complete "jigsaw" picture. Examples of the use of the method, suggested projects, and research findings are included. (40 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Museums attract increasing numbers of online visitors along with their conventional physical visitors. This paper presents a study of a mixed reality system that allows web, virtual reality and physical visitors to share a museum visit together in real time. Our system allows visitors to share their location and orientation, communicate over a voice channel, and jointly navigate around a shared information space. Results from a study of 34 users of the system show that visiting with the system was highly interactive and retained many of the attractions of a traditional shared exhibition visit. Specifically, users could navigate together, collaborate around objects and discuss exhibits. These findings have implications for non-museum settings, in particular how location awareness is a powerful resource for collaboration, and how 'hybrid objects' can support collaboration at-a-distance.