Effects of learner control design in an AR-based exhibit on visitors' museum learning.

Abstract

This study shifts the focus away from demonstrating the existence of the effect toward understanding the mechanism by which the effect of AR operates in museum learning. By uncovering and describing the contingencies of AR from the perspectives of learner control, this study investigates how and when AR affects museum learning experiences, and to give insights into curation with AR. A between-subjects experiment was conducted with 48 college students divided into three groups. This study considered both qualitative and quantitative features of learner control and designed the AR control tools and experiment accordingly, and the findings supported the success of integrating the immersive technology of AR and the theoretical framework of learner control to construct museum exhibits. The results showed that visitors are willing to use the provided tools in museum AR and perform steadily in knowledge acquisition. In addition to offering more learner control in museums, AR promotes positive behaviors and attitudes. This study contributes to the field studies of learner control by linking learner control with the critical dimensions of AR-enhanced museum learning to provide more guidance in exhibit design. Based on the findings, practical suggestions on incorporating learner control in AR-based interactive exhibits are provided.