Gamification and cultural institutions in cultural heritage promotion: a successful example from Italy

Bonacini, Elisa; Giaccone, Sonia Caterina

doi:10.1080/09548963.2021.1910490

Cited by 34 publications

(15 citation statements)

References 32 publications

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“…Within educational contexts, gamification promotes friendly competition, rewards effort, motivates and engages students using game elements, which they are already familiar with [7]. Therefore, gamification has already been implemented and evaluated within several educational subjects, such as science, technology, engineering, art and mathematics (STEAM) [106,107], language learning [108,109], medical and healthcare education [110][111][112], anatomy [113], sports and physical education [114,115], geometry [116], chemistry [117,118], physics [119], mathematics [120,121], astronomy [122], geography [123], environmental science [124,125], natural science [126], history and cultural heritage education [127,128], music [129], and vocational education [130].…”

Section: Gamification In Educationmentioning

confidence: 99%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

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Section: Gamification In Educationmentioning

confidence: 99%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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“…The importance of inter-professional collaboration lies in the cocreative possibilities of cultural contents through digital culture and their appraisal, conservation, and promotion (Bonacini, 2018;Shiri et al, 2021). Along these lines, both the validity and the reliability results analyzed in the present study informed us of the pertinence of questions relating to the need for designs that are specifically oriented towards public-centered cultural experiences for qualitative learning of cultural heritage (Leow and Ch'ng, 2021), including gamified digital spaces (Bonacini and Giaccone, 2021).…”

Section: Discussionmentioning

confidence: 61%

Design, content validity, and inter-observer reliability of the ‘Digitization of Cultural Heritage, Identities, and Education’ (DICHIE) instrument

Sánchez

López-Sanvicente

2023

Humanit Soc Sci Commun

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The present study, on the one hand, seeks to offer the validated design of the Digitization of Cultural Heritage, Identities and Education (DICHIE) instrument, applicable in focus-group contexts, to extract qualitative data on both the needs and the challenges relating to the digitization of the cultural heritage of Castile and Leon (Spain). On the other hand, it aims to facilitate the contribution of solutions within the field of education and cultural policy for the cultural heritage within this Autonomous Community. The research adheres to quantitative-descriptive methodological principles and, in particular, follows instrumental psychometric studies of reliability and content validity. The results of the instrument were optimal, both in terms of internal reliability and complete global and intra-group content validity, for its application to professional areas of heritage conservation and education and digital cultural management.

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“…education, exhibition, protection, conservation, tourism and research). These institutions are embracing Information and Communications Technology (ICT) to co-create and provide services that respond better to customer preferences in the experience society (Hanafiah and Zulkifly, 2019;Marasco et al, 2018) and to attract tourists as well as young users (Bonacini and Giaccone, 2021;Hausmann and Schuhbauer, 2021). However, cultural institutions need to thoroughly analyse all their data sources and implement AI to improve their decision-making processes in the future, focused on Industry 5.0 (Huang and Jia, 2022).…”

Section: Introductionmentioning

confidence: 99%

Cultural tourist and user experience with artificial intelligence: a holistic perspective from the Industry 5.0 approach

Orea-Giner

Muñoz-Mazón

Villacé-Molinero

et al. 2022

JTF

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PurposeThe purpose of this paper is to analyse the future of the implementation of artificial intelligence (AI) technologies in services experience provided by cultural institutions (e.g. museums, exhibition halls and cultural centres) from experts’, cultural tourists’ and users’ point of view under the Industry 5.0 approach.Design/methodology/approachThe research was conducted using a qualitative approach, which was based on the analysis of the contents obtained from two roundtable discussions with experts and cultural tourists and users. A thematic analysis using NVivo was done to the data obtained.FindingsFrom a futuristic Industry 5.0 approach, AI is considered to be more than a tool – it as an integral part of the entire experience. AI aids in connecting cultural institutions with users and is beneficial since it allows the institutions to get to know the users better and provide a more integrated and immersive experience. Furthermore, AI is critical in establishing a community and nurturing it daily.Originality/valueThe most important contribution of this research is the theoretical model focused on the user experience and AI application in services experiences of museums and cultural institutions from an Industry 5.0 approach. This model includes the visitors’ and managers’ points of view through the following dimensions: the pre-experience, experience and post-experience. This model is focused on human–AI coworking (HAIC) in museums and cultural institutions.

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Gamification and cultural institutions in cultural heritage promotion: a successful example from Italy

Cited by 34 publications

References 32 publications

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Design, content validity, and inter-observer reliability of the ‘Digitization of Cultural Heritage, Identities, and Education’ (DICHIE) instrument

Cultural tourist and user experience with artificial intelligence: a holistic perspective from the Industry 5.0 approach

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