This chapter discusses the design challenges of mobile museum learning applications. Museums are undoubtedly rich in learning opportunities to be further enhanced with effective use of mobile technology. A visit supported and mediated by mobile devices can trigger the visitors’ motivation by stimulating their imagination and engagement, giving opportunities to reorganize and conceptualise historical, cultural and technological facts in a constructive and meaningful way. In particular, context of use, social and constructivist aspects of learning and novel pedagogical approaches are important factors to be taken in consideration during the design process. A thorough study of existing systems is presented in the chapter in order to offer a background for extracting useful design approaches and guidelines. The chapter closes with a discussion on our experience in designing a collaborative learning activity for a cultural history museum.

This chapter presents a usability evaluation method for context aware mobile applications deployed in semi-public spaces that involve collaboration among groups of users. After reviewing the prominent techniques for collecting data and evaluating mobile applications, a methodology that includes a set of combined techniques for data collection and analysis, suitable for this kind of applications is proposed. To demonstrate its applicability, a case study is described where this methodology has been used. It is argued that the method presented here can be of great help both for researchers that study issues of mobile interaction as well as for practitioners and developers of mobile technology and applications.

Mobile technology has created new possibilities for location-based playful learning experiences. This article describes the MuseumScrabble mobile game, aimed at children visiting a historical museum. The game requires that the players explore the museum and link abstract concepts with physical artefacts using a mobile device. The focus of this article is on the interaction design process and the subsequent observations made during field evaluation of the game. Design principles that guide the development of such a game are presented and concern playfulness, learning, social interaction, physical aspects of the game and flow between physical and digital space. This article explores how these design principles are reflected in the study and how problem-solving strategies and collaboration and competition patterns are developed by children in this multi-player educational game.

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