Cultural Heritage Learning Research Articles

Engagement Guidelines for Cultural Tourism Mobile Applications

Cultural tourism is an essential sector for ensuring the preservation of cultural heritage. Although there is a stigma that learning about culture is bland experience, the growth of digital games in this context proves the opposite. Digital games can enhance visitor engagement and foster heritage preservation by integrating game, narrative, and creativity elements into the touristic experience. This study aims to provide guidelines for developing mobile applications that enrich visitor experiences and promote cultural heritage learning. To achieve this, an online questionnaire was conducted to understand potential users' preferences regarding game, narrative, and creativity elements. The results indicated that historical narratives, missions and treasure hunts, and personalized walking routes and gastronomic recreation are the most engaging elements.

Integration of Digital Repositories and Spatial Design within the Metaverse: the Evaluation of Features and Narratives to set Learning Environments on Cultural Heritage

Abstract. The Metaverse is rapidly advancing across cultural, professional, and service sectors, enhancing data compatibility and interaction. Its architectural design supports both visual interaction and information layers, characterising an ideal platform for the promotion of Digital Heritage. The digitisation of Cultural Heritage and the creation of Digital Repositories find complementarity in the Metaverse, which enables social interactions between Digital Heritage contents and virtual communities. This integration is pivotal for developing Learning Environments, where accessible virtual products can be combined with original digital storytelling and narratives.The paper presents methods and results from an Erasmus+ international school, which focused on using digital communication and 3D modelling tools to create immersive narratives on Mediterranean architectural modernity. Students from various Cultural Heritage disciplines designed virtual exhibitions within the Metaverse platform Spatial and open repository materials. The research concentrated on the application of Metaverse platforms for their spatial design and educational utility within the Heritage sector. The activities included developing digital narratives and interactive exhibitions enriched with multimedia data from digital repositories. The study discusses the limitations of customising visual materials, the importance of repository connections, user experience design, and the potential for future developments in Metaverse applications for Cultural Heritage learning environments and storytelling.

Assessing Creativity and User Experience in Immersive Virtual Reality with Cultural Heritage Learning

Virtual reality (VR) technology is widely used in the field of education and cultural heritage learning. However, few studies have focused on the impact on creativity regarding the use of different interaction modalities by users in cultural heritage learning. Furthermore, it is controversial whether VR can enhance user experience and learning outcomes. The study utilized a mixed research approach combining qualitative and quantitative methods, where qualitative data was collected using open-ended interviews, simultaneously quantitative data was collected using learning outcomes, intrinsic motivation, workload, self-report of creativity and expert assessments of creativity. A mixed research approach combining qualitative and quantitative methods was used; creativity self-reports were used to collect qualitative data, and learning outcomes, intrinsic motivation, and workload data were collected for the quantitative findings.90 university students were randomly assigned to the text group (TG), the video group (VG), and the immersive virtual reality group (IVRG), with 30 students in each group. The study assessed whether creativity, user experience and learning outcomes differed when using different interaction modalities in a cultural heritage context. The results demonstrated that the text interaction modality outperformed the other two groups in learning outcomes and expert assessments of creativity performance, while the IVRG performed better in self-report of creativity and user experience. In addition, participants in TG had higher workloads and poorer user experiences compared to the other two interaction modalities. This study encourages that different interaction modalities should be selected more appropriately depending on the purpose. The study found that interaction modalities creativity can be applied to digital cultural heritage and education and informs interaction design for the HCI community.

Cultural Heritage Manifestation in Computer Role-Playing Games for Enhancing Museum Experience: A Model Proposal

ABSTRACT This article proposes a model for integrating computer role-playing games with museum experiences to enhance cultural heritage learning with a particular focus on design. Centered at the Izmir Archaeology Museum, the study delves into the design of a serious game aimed at enriching both the educational and experiential facets of museum visits. The model highlights the use of gameplay components and design patterns to manifest tangible and intangible heritage content, thereby promoting visitor awareness and understanding of cultural heritage. Through a provisional game scenario based on the museum's prehistoric artifact exhibition, the study illustrates how a gameplay design approach that is informed by heritage content displayed in the museum can be prototyped. The proposed model not only aims to make museum visits more engaging, but also seeks to contribute to the broader discourse on game design, game-based learning, and museum experience.

지속가능한 평생교육 공간으로서 에코뮤지엄에 대한 연구

Objectives The purpose of this study is to study the potential of the ecomuseum as a sustainable lifelong education space. In this study, the potential of the ecomuseum as a sustainable lifelong education space was derived through analysis of the meaning and structure of the ecomuseum from a lifelong education perspective. Methods This study was a literature study and collected domestic and international literature focusing on the topics of sustainability, lifelong education, educational space, and ecomuseum. This study analyzed domestic and international literature collected using educational elements and educational system of lifelong education as an analysis framework. Results First, from a lifelong education perspective, the meaning of the ecomuseum appeared as a region-based expansion space, a connection and integration space of the local environment, and a learning space centered on local residents. Second, from a lifelong education perspective, the structure of the ecomuseum appeared as a cultural heritage learning space of various types in the horizontal dimension and as a learning space of various generations in the vertical dimension. Third, the potential of the ecomuseum as a lifelong education space were as a self-directed learning space for knowledge, a reflective learning space for action, and a community learning space for living together. Conclusions As a sustainable lifelong education space, the ecomuseum needs to build an integrated learning space to improve learners’ potential, a systematic learning space for learners’ continuous growth, and a local community-based learning space for learners’ community learning.

A Case Study Of The Sarawak Cultural Village (Scv) Application: An Evaluation Of User Perception Of Scv Application

In the wake of the post-Covid-19 challenges affecting tourism and education, this study delves into the growing importance of virtual museum applications as a means of cultural heritage learning. Focusing on the Sarawak Cultural Village (SCV) application, the research explores user perceptions, media availability, and demands related to virtual museums. Utilizing a case study approach involving Sarawakians at Universiti Malaysia Kelantan, the investigation evaluates their perception of the SCV application and provides recommendations for its enhancement. Notably, all responses indicate agreement with the significance of virtual museums for cultural heritage learning, with a minimum mean score of 3.95. The findings underscore the value of virtual museums in disseminating cultural heritage knowledge within the local context. The study recommends enriching the SCV application with multimedia elements, such as 3D models, animations, and videos, along with clear operational instructions. Furthermore, it suggests incorporating assessment features to reinforce learning. These recommendations are anchored in an established user experience model aiming to deliver a seamless user experience for local cultural heritage content, particularly within the “virtual tour” section in SCV.

The Impact of Puzzle-Based Game With Scaffolding-Aid on Cultural Heritage Learning: Evidence From Eye Movements

The pedagogical value and global relevance of heritage education regarding the safeguarding of global tradition and practice for future generations is indisputable. This research aims to investigate the efficacy of integrating a puzzle-based game, with scaffolding strategies, to enhance students’ understanding and appreciation of cultural heritage content. In the activity, students are tasked with reconstructing art patterns from cultural heritage artifacts, a process which is designed to bolster their performance in recognizing and appreciating such patterns. A control group, utilizing a non-interactive instructional video with the same content, was also established to contrast and evaluate the benefits of the game-based approach. The evaluation of knowledge acquisition and transfer was conducted through pattern tests, with the participants’ eye movements recorded during the testing process. The results show that the participants in the game group exhibited significant advantages in terms of efficiently recognizing fundamental content and effectively transferring pattern recognition. Furthermore, the examination of the visual behavior within the game reveals that the integration of the jigsaw puzzle (game mechanic) and scaffolding (instructional strategy) can enhance the efficacy and cognitive strategies employed by participants in comprehending heritage content. This study develops design methodologies for cultural heritage games that enhances learning and appreciation.

Using scaffolding theory in serious games to enhance traditional Chinese murals culture learning

AbstractThis study explores a game model that uses scaffolding to learn about cultural heritage based on adventure games. A case study using traditional Chinese murals tested the effectiveness of serious games in improving learning performance and knowledge acquisition. This study observed and evaluated the learning outcomes of 64 students by using serious game learning compared to traditional video learning in an experimental setting. Changes in knowledge acquisition, intrinsic motivation, cognitive load (extrinsic load vs. germane load), and engagement were collected through a series of tests and scales. Experimental results show that digital adventure games have better learning performance and knowledge retention effects, higher intrinsic motivation, germane load, and engagement than traditional video learning. The reasons affecting academic performance were analyzed from the data, and it was found that intrinsic motivation and germane cognitive load positively affected game performance, and external cognitive load hurt game performance. This study provides experience on the design of serious games in cultural heritage learning.

문화 향유를 위한 학교 음악교육에서의 문화유산교육 방향 탐색

This study aims to propose the direction of teaching cultural heritages at the music class in schools following the perspective that cultural heritage education should lead to ‘cultural enjoyment’. In this study, the definition of cultural enjoyment that can be applied in school education is considered as ‘the intellectual, emotional, practical process and its results that an individual actively seeks to understand and experience culture,’ and three attributes of ‘activity, positive sentiment, and participation’ are presented as those of cultural enjoyment.
 As a result of analyzing the current status and problems of cultural heritage education in schools, the following problems were identified: ‘curriculum standards centered on research and presentation,’ ‘curriculum standards limited to appreciation and value recognition,’ ‘textbook contents biased towards data presentation and information delivery,’ and ‘inadequate provision of musical experiences for learning cultural heritages.’ To solve such problems and increase the possibility of achieving the goal of 'enjoying culture' in school education, we propose three aspects in cultural heritage education: establishing goals for cultural heritage education that promote the development of 'subjectivity in creating'; setting up a content framework for cultural heritage education centered on 'enjoyment'; and enhancing the ability to enjoy culture based on participatory cultural heritage learning.
 The significance of this study is to raise the need for cultural heritage education in schools to move in the direction of enhancing learners' ability to enjoy culture, and to discuss the direction for this. To solve the problems raised in this study, it is important to achieve social consensus on cultural heritage, revise national education curricula, develop music textbooks, and cooperate with institutions related to cultural heritage education

CubeMuseum AR: A Tangible Augmented Reality Interface for Cultural Heritage Learning and Museum Gifting

Museum artifacts are the main way for visitors to experience and learn about cultural heritage. Augmented reality (AR) allows for high interactivity and is increasingly applied in museums to improve tourists’ experience and learning. It also supports the extension of museum experience to outside of the physical museum space, contributing to the visiting trajectory and takeaway experience. In this paper, we present our design of two tangible AR interfaces for cultural artifacts: Postcard AR and CubeMuseum AR, followed by three user studies that evaluate and optimize the design. In Study 1, we conducted a within-subjects study (N = 24) that compares the two AR interfaces with a baseline condition (Leaflet). Our results demonstrate the positive effects of tangible AR interfaces on users’ motivation and engagement in learning cultural heritage. In Study 2, we further explored how to optimize CubeMuseum AR by adopting a user-centered design approach. Through the analysis of expert interviews (N = 7) and an online survey (N = 207), the results specify a series of requirements and design guidelines for tangible AR interfaces to be used as a learning tool and a hybrid gift. Based on the findings, the design of the CubeMuseum AR was optimized and evaluated in Study 3. A between-subjects user study was conducted (N = 32) to compare the optimized design with the initial design. The results verified the positive effects of gamified tangible AR interfaces on users’ motivation, engagement, and performance in learning cultural heritage. We present our design and evaluation results, and discuss the implications of designing tangible AR interfaces for cultural heritage learning and museum gifting.

A Mixed-Methods Study of Cultural Heritage Learning through Playing a Serious Game

The main goal of this study was to investigate the impact of a serious game on university students’ learning about cultural heritage content and to reveal the factors affecting their learning experiences during the serious gameplay. The serious computer game “Europe in a museum,” which includes tangible and intangible cultural heritage visuals of several European countries, was used in the study. The main research design was a mixed-methods sequential explanatory design. The participants were 50 freshman students studying in the Digital Game Design department at a private university. Pre-knowledge test, post-test and delayed post-test instruments were used to collect quantitative data, while semi-structured interviews were implemented to obtain qualitative data. Based on independent-measures t-tests, post-test and delayed post-test scores of the students’ cultural heritage knowledge for students who played the serious game were significantly higher than those of students taught by traditional methods. Content analysis results showed that game design, gameplay and instructional content were the main themes affecting players’ learning experiences during the serious gameplay. According to the students, the narrative used to convey the story of the game created a better playing and learning experience. The students indicated that the challenges must be consistent with the expectations of the gamers. They also noted that concise and clear presentation of cultural heritage content within the game had a positive impact on their learning experiences. This study contributes to the literature in showing the long-term effect of serious games on cultural heritage learning. Factors influencing the cultural heritage learning experience of players during serious gameplay can be a guide for instructors, instructional technologists and game designers.

Teaching and Learning of Cultural Heritage: Engaging Education, Professional Training, and Experimental Activities

The preservation of cultural heritage through education and training has always been a relevant issue and, sure enough, can contribute to the accomplishment of the Sustainable Development Goals of Agenda 2030 (e.g., 4: Quality education, 8: Decent work and economic growth, 11: Sustainable cities and communities). The pandemic experience substantially influenced this topic for two key reasons. First, it has revolutionized the approach to teaching and learning activities, involving technological and digital innovations in this area for extreme and urgent necessities. The second aspect is that it has encouraged the rediscovery of minor heritages closer to one’s own territorial identity, strengthening the link with the local community. Understanding the role and importance of cultural heritage begins in the school; therefore, education is an essential and indispensable stage. At all educational levels, beginning with primary school, the necessary training activities for specific professional figures should be implemented. The transformation related to the cultural heritage professional figure must include both awareness of heritage value and excellent practical and theoretical skills. The research presented focuses on proposing new training paradigms that are highly professionalizing and involving.

The role of digital interactive technology in cultural heritage learning: Evaluating a mid‐air gesture‐based interactive media of Ruihetu

AbstractIn this study, we investigate the role of mid‐air gesture‐based interaction technologies in cultural heritage learning. In an experiment, a mid‐air gesture‐based interactive media for Chinese Song Dynasty traditional paintingRuihetu was developed and validated. Participants tested three experimental conditions: video learning only; interactive experience first, then video learning; and video learning first, then interactive experience. According to the research results, the outcomes of participants' learning of this cultural heritage differed significantly across all three experimental conditions. This study's findings offer insights into cultural learning of Chinese traditional painting in museums using mid‐air gesture‐based technology, specifically that video learning exhibits should be combined with and preceded by multimedia interactive exhibits for improved memory and understanding.

Big Data Analysis Research on the Deep Integration of Intangible Cultural Heritage Inheritance and Art Design Education in Colleges and Universities

Intangible cultural heritage involves a large number of national traditions, or folk unique knowledge, language, and customs, derived from folk dance and music as well as traditional medicine and other forms of art. China’s intangible cultural heritage plays a key role in the whole national traditional culture. Strengthening the protection of intangible cultural heritage and promoting its continuous development is an important way and inevitable choice to strengthen cultural self-confidence and build a cultural power. As the builders and successors of the socialist cause, college students must strengthen their cultural self-confidence and shoulder important responsibilities in the construction of a cultural power. Big data is a new technology in the Internet era. Using big data technology to realize the collection, preservation, retrieval, reproduction, integration, dissemination, and utilization of intangible cultural heritage information can better meet the requirements of the times, so as to provide new opportunities, conditions, and means for the inheritance and development of intangible cultural heritage. This article will discuss the use of big data to analyze the research talent training of the deep integration of intangible cultural heritage inheritance and art design education in colleges and universities. This article introduces the background and significance of intangible cultural heritage inheritance and educational integration, introduces its related methods, and then designs a new mode of intangible cultural heritage learning in colleges and universities based on big data. Finally, this article applies the model to college education and then investigates the students’ experience of the new model curriculum, and comes to the conclusion that the proportion of people who choose to like and very much like the new model is 69.3%; 83.3% of the people who chose to agree and strongly agree with the new model were helpful to themselves. In short, the application and design of the new curriculum model is still relatively successful.

An Action Research on Teaching the Chinese Intangible Heritage Course for the Learners of College English

To help college students learn and further spread Chinese culture, we carry out a 12-week action research, based on 
 98 learners of college English through the methods of interviews, questionnaires and tests, to design a proper teaching model 
 on Chinese intangible cultural heritage learning. The results are as follows: Compared with the traditional model, the ESA 
 (Engagement-Study-Activate) model better satisfies the learners; furthermore, the ESA model can significantly improves the 
 learners’ cross-cultural communication ability, especially on the aspects of cultural knowledge and communicative skills. Lastly, 
 two important study issues are raised for the action research in the next round.

Augmented reality mobile apps for cultural heritage reactivation

The use of augmented reality and GPS-guided applications has proven successful for reviving cultural heritage. However, the impact of using these technologies on the learning process of cultural heritage has not been studied in depth. This article reports the findings of how using GPS and augmented reality with mobile apps impacted learning during a project to reactivate cultural heritage around Medellin's Cisnero Square and its surroundings (also called the "Park of Lights"). An experimental test comparing two groups was performed. The experimental design goal was to determine the differences in learning and user perception when the proposed Mobile App was and was not used in guiding the cultural heritage tour as part of Cisnero Square's reactivation. The results showed that the experimental group achieved better learning and cultural heritage learning outcomes. This study offers valuable insights into technological applications for reactivating cultural heritage, which can be applied almost anywhere.

Analysing narrative engagement with immersive environments: designing audience-centric experiences for cultural heritage learning

ABSTRACT Designing audience-centric digital displays can be beneficial for facilitating cultural heritage learning. Using digital technologies, we investigated what would work for twenty-first-century audiences by looking at audience-centricity in terms of personal narratives. The research explored the narrative engagement of audiences after their virtual journey to a Virtual Reality environment titled ‘Sanjiangkou’, an ∼800 year old cultural heritage site in Ningbo, China. We adopted Lambert’s (2013) framework of digital storytelling and used VR technologies for developing the virtual cultural heritage site. A total of 61 participants experienced the virtual journey at the NVIDIA Joint-Lab on Mixed Reality at the University of Nottingham Ningbo China. Four types of details were extracted from the narratives: Attractive Details, Reflective Details, Connective Details, and Elaborative Details. The article proposes a roadmap for designing audience-centric experiences for qualitative cultural heritage learning, and engaging audiences in the participatory process of the adoption of digital technologies.

Enhancing Learning Performance and Motivation of Cultural Heritage Using Serious Games

In recent years, more serious games are used in different learning areas to improve the process of knowledge acquisition and learning outcomes. This study discusses a game mode based on a jigsaw puzzle with scaffolding-aid for cultural heritage learning. A case study using an historical pattern from China examines the effectiveness of improving learning performance and motivation. By using this game in an experimental setting in comparison with traditional video learning, this paper observes and evaluates the learning outcomes of 42 freshmen with no prior knowledge of bronze mirrors` patterns and subjects. Their learning outcomes, experience and motivation change were collected via a series of tests and motivation scale. The result of the experiment demonstrates that compared with traditional video learning, the game process based on a digital puzzle can help learners better identify and retain pattern structure and improve learning motivation. This study provides experience in designing serious games for cultural heritage learning activities.

무형문화유산 학습을 위한 플립러닝 적용 방안

무형문화유산 학습을 위한 플립러닝 적용 방안

The Effects of VR Environments on the Acceptance, Experience, and Expectations of Cultural Heritage Learning

This article attempts to understand how present Virtual Reality (VR) environments can contribute to enhancing the communication of cultural heritage by providing an experience of the past that is acceptable for the younger generation and how museums and cultural institutions should adopt and use such technologies. Aspects of acceptance, experience, and expectation of VR with the underlying values are not well understood but are important for the sustainability of the communication of cultural heritage as a bequest to future generations. We conducted a combined quantitative--qualitative study on the participants who have various prior experience with gaming and VR, and different levels of knowledge on the history presented within the virtual environment. This study investigates how participants accept and are stimulated in terms of personal experience and their expectations and ideas for the future of museums if VR is used for enhancing the learning of cultural heritage. Prior gaming and VR experience were investigated to see whether they do indeed influence the preference for using VR for learning cultural heritage. We demonstrated that particular age groups and background are especially agreeable to virtual reality as environments for learning and experiencing cultural heritage, regardless of their knowledge of the historical context of the virtually reconstructed site. Our findings also revealed important behaviours in our demographics group with regards to user preferred length of time and the believability of the virtual environment and how it influences aspects of their experience such as the exploration of the heritage site, familiarity, and meaning making. The study has implications for the use of VR for enhancing the experience of cultural heritage in museums and cultural institutions.