Design and use of CALM : An ubiquitous environment for mobile learning during museum visit

Abstract

The development of mobile devices, such as smartphones and tablets, has led to a new kind of learning environments: ubiquitous learning environments. These environments are particularly interesting in the framework of school learning in museum, as they permit to provide learning content to students, adapted to their positions and interests. The students are free to move in the museum and the ubiquitous learning environment provides authentic learning situations. These environments are thus an alternative to classics guided tours which limit drastically the freedom of visit (for instance, during a guided tour, it is not possible to contemplate an artwork as long as you want).We present in this paper the design of an ubiquitous learning environment named CALM (ContextuAlized Learning in Mobility), for school learning during museum visits. In CALM as well as in other ubiquitous environment, the main challenge is to reconcile the freedom of movement and action, that characterizes authentic situations, with pedagogical control by the teacher, necessarily limiting this freedom. Our system aims to provide learners with situated interactions, while giving teachers the opportunity to integrate learning objectives that will influence the proposed interactions. We use semantic proximities over a semantic model of the domain (cultural heritage) and context (e.g. position in the museum, activity) to automatically generate contextualized learning activities: artworks suggestion and comparison, serious games based on what the learner has seen. We present the use of semantic rules to enable a loosely-based control of these activities by the teacher (thematic control) together with a fine direct control of proposed activities (contextual control).

A Digital 4D Information System on the World Scale: Research Challenges, Approaches, and Preliminary Results

“…Virtual historic cityscapes are employed in various scenarios [8][9][10][11], for example, to teach history and heritage in informal settings such as museum experiences, serious games, or television broadcasts [12][13][14][15][16][17][18][19][20][21][22]. For example, interactive applications for city exploration [23][24][25] allow virtual visits and remote spatial learning [26], guide visitors through the city [25,27,28], provide access to additional information, and allow users to gain a virtual view of temporal changes, historical spaces, buildings and monuments, or covered parts [9,[28][29][30][31][32][33].…”

Methods, Data and Tools for Facilitating a 3d Cultural Heritage Space

“…Virtual historic buildings and cityscapes are used in various scenarios (Bekele et al, 2018;Daniela, 2020;Muenster, 2022;Siddiqui et al, 2022;ViMM WG2.2, 2017;von Schwerin et al, 2015), e.g. to teach history and heritage in informal settings like museum experiences, serious games, or television broadcasts (Cranmer et al, 2023;Doukianou et al, 2020;Ferrara et al, 2013;Fisher et al, 2009;Flaten, 2008;Gicquel et al, 2013;Haynes, 2018;Motejlek and Alpay, 2019;Münster, 2023;Richards-Rissetto et al, 2012). As an example, interactive applications for historical city exploration (Ioannidi et al, 2017;Ioannidis et al, 2017;Kim et al, 2009;von Schwerin et al, 2013) allow virtual visits and remote spatial learning (Mortara and Catalano, 2018), guide visitors through the city (Chatzidimitris et al, 2013;De Fino et al, 2020;Ioannidis et al, 2020), provide access to additional information (von Schwerin et al, 2013), and enable users to gather a virtual view of temporal changes, lost historic spaces or hidden areas (Bekele et al, 2018;Chang et al, 2015;Chatzidimitris et al, 2013;Luna et al, 2019;Petrucco and Agostini, 2016;Torres and Qiu, 2011;Vicent et al, 2015).…”

Exploring relationships between museum artefacts through spatial interaction

“…HIPS [16], a later version of the system, also uses individual visitor's history to adapt the media, but additionally draws on a model of preferences and interests to present appropriate media and interesting relationships between exhibits. More recently, Gicquel et al tested a system that allows users to explore semantic links between artworks, while also engaging in pedagogical tasks set by teachers (or curators) [7]. They suggest that the constrained tasks help learning, while the freedom to explore beyond the tasks is pleasing.…”