Abstract
The main aim of this study is to assess the spatial perception of historical world heritage buildings using wearable technologies in an educational framework. The proposal seeks to complement the real experience of visiting the Casa Batlló Museum, an emblematic space (1904–1906, Antonio Gaudí, Barcelona). The main innovative feature of the project is focused on the usability assessment of the video-guide indoor location-based system. The article addresses the first phase of a more complex project, analyzing the behavior of architecture students previously trained in modeling of complex buildings, in order to improve the system for a second phase that will be developed with students with special needs. Using an indoor location system for watching multimedia contents, we can improve the access, the visit, and the spatial perception of historical places for all kinds of students, with or without any special requirements. The results show a lack of usability of the system, especially due to the design of the mobile interface and to some loss of synchronization between the student position and the multimedia contents. However, the students have a better understanding of the museum’s characteristics because of multimedia content, as a clear improvement compared with the classic audio-guide.
Highlights
Information and communications technologies (ICTs) have revolutionized our society, and our education (Dede, 2000)
The values obtained for these indicators, and by relat-ing them to the answers obtained from the bipolar laddering assessment (BLA), we can obtain an approach to the significant di erence that we have found
By analyzing the data obtained by the students with attention deficit hyperactivity disorder (ADHD) —that we have previously presented in the discussion of Table 2— and relating them to the data presented in the BLA (Table 8), we can obtain an approach of results:
Summary
Information and communications technologies (ICTs) have revolutionized our society, and our education (Dede, 2000). It is still easy to find examples of researches and projects aimed to the development and implementation of ICTs in cultural places, in order to improve the visitors’ experience (Grinter et al, 2002; Haugstvedt & Krogstie, 2012; Shu, 2016) and to o er them additional contents (Burigat & Chittaro, 2007) All these proposals can be classified into two categories: Those placed in a real space (museums, buildings, or expositive places; Chang, 2006) or inside a virtual zone (such as digital environments accessible via mobile devices; Sundar, Go, Kim, & Zhang, 2015). It is still di cult to find studies that evaluate how contents can be used for an educational purpose, and even more if the students have special necessities
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