Guidelines for designing a smart and ubiquitous learning environment with respect to cultural heritage

Alkhafaji, Alaa; Cocea, Mihaela; Crellin, Jonathan; Fallahkhair, Sanaz

doi:10.1109/rcis.2017.7956556

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…The results of the user study presented in this paper, helped enhance a list of recommendations identified in the field studies (see Section 3) [55] that was pulled out from the GRs to guide the design of SmartC. The previous list was re-design to introduce the current list of recommendations with more details.…”

Section: Design Recommendationsmentioning

confidence: 96%

Design recommendations for designing smart and ubiquitous learning environments to be used at outdoor cultural heritage

Alkhafaji¹,

Fallahkhair²,

Cocea³

2018

IxD&A

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Cultural heritage carries the historical values from the past, cultural heritage therefore, reflects the identity of societies. Thus, it is important to support people learn from these sites, which could be achieved by introducing new tools to assist in this aspect. Designing such tools could be challenging, as they need to enhance visitors’ engagement as well as enable them to explore sites smartly to well-invested their time with the rapid pace of life. This paper presents the development of recommendations for designing smart and ubiquitous learning environments for outdoor cultural heritage. A novel list of design recommendations is introduced as a result, which was shaped throughout a research project carried out to develop a theoretical framework for designing such services, FoSLE. A user-centred design approach was used in this research adopting the socio-cognitive engineering methodology. Three field studies were conducted to gather user requirements, which led to introduce the FoSLE framework. A set of general requirements was devised from the framework to guide the design of a proof-of-concept smart and ubiquitous learning environment, SmartC. SmartC was evaluated in the field by potential end-users in terms of usability, usefulness and acceptance; suitability for learning was also investigated. The results enabled us to draw the list of design recommendations presented in this paper. This list consists of three parts: content provision, learning experience design and interaction with context design.

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Section: Design Recommendationsmentioning

confidence: 96%

Design recommendations for designing smart and ubiquitous learning environments to be used at outdoor cultural heritage

Alkhafaji¹,

Fallahkhair²,

Cocea³

2018

IxD&A

Self Cite

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“…In this regard, 48% of the articles focus on improving interaction with the CH assets to capture the user's attention. This goal is mainly achieved by incorporating technology in cultural visits and intensifying the tourist experience through the interface [25][26][27][28][29][30][31][32][33][34][35]. Bernardini et al [36], Floch and Jiang [37] and Kim et al [38] present applications where visitors generate content by adding information.…”

Section: Main Goal Of the Researchmentioning

confidence: 99%

“…Related to tourism, georeference permit to link narratives and add layers of information on intangible CH [35,37,43,44,56]. We may find interfaces that maximise tourist experiences according to their interests [25,39,45,47,48,52,59] or recreate the historic environment representing the original fac xades of restored buildings [33,60].…”

Section: Potential Use Of the Systemmentioning

confidence: 99%

Usability of data-oriented user interfaces for cultural heritage: A systematic mapping study

Diulio

Gardey

Gómez

et al. 2021

Journal of Information Science

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This study surveys the state of the art in usability and user experience strategies applied to applications that deal with large amounts of data in the field of cultural heritage, highlighting the most prominent aspects and underlining the under-explored. In these applications, large amounts of data need to be wisely presented to help final users at drawing conclusions and making decisions. While sophisticated technology may be used to improve the user experience, it should not be applied to the detriment of usability, which is critical for the success of these applications. We performed a systematic mapping study to classify the literature retrieved in the four largest scientific databases by a structured search string. We classify applications according to purpose, intended users, the way they address and evaluate user experience and usability, among others, and include the analysis of combined results through maps. Findings reveal the contradiction that while most articles are intended for the education and tourism of the general public, only half of the studies evaluate usability. Moreover, there is a significant research gap in user interfaces for systems in the context of preventive conservation, for research, assessment and decision assistance. This is the first systematic mapping study combining usability and cultural heritage, especially for data-oriented applications. It shows that more research is necessary to assist conservators and researchers and to address usability from early stages of development.

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“…The use of iBeacons by libraries is one such example. Further, there is growing interest in the general use of location-based learning services, such as iBeacons, to promote cultural heritage in ways that work well with people’s habits, preferences and daily routines (Alkhafaji et al, 2015, 2016, 2017). The study outlined in this paper is a contribution to this new stream of research.…”

Section: Introductionmentioning

confidence: 99%

Connecting people with city cultural heritage through proximity-based digital storytelling

Nosrati

Crippa

Detlor

2018

Journal of Librarianship and Information Science

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This paper describes a research investigation on a project led by two libraries, Hamilton Public Library and McMaster University Library, in Hamilton, Canada, concerning the use of proximity-based technologies to share digital stories about a city’s culture. Proximity-based technology systems, such as iBeacons, allow users to receive information automatically when they are close to a physical spot. The project involved the setup of iBeacons that disseminated digital stories pertaining to Gore Park – a prominent historical park in the heart of downtown Hamilton. To test the viability of using iBeacon technologies to raise interest in a city and promote appreciation for a city’s cultural heritage, a pilot study was conducted. The study included one-on-one interviews and a short survey with 50 participants from the general public immediately after these participants used an iBeacon app to experience digital stories about Gore Park. Findings suggest iBeacons are viable tools to share city cultural heritage stories that yield improved perceptions of a city and greater appreciation for a city’s culture and history. Participants were appreciative of the digital stories and the iBeacon app. All participants mentioned that they learned something new about the city and that the app was very informative. Findings indicate that individual differences are important and can affect not only the acceptance and use of an iBeacon digital storytelling app, but also the extent to which the app can promote interest in a city and appreciation for a city’s cultural heritage.

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Guidelines for designing a smart and ubiquitous learning environment with respect to cultural heritage

Cited by 8 publications

References 14 publications

Design recommendations for designing smart and ubiquitous learning environments to be used at outdoor cultural heritage

Design recommendations for designing smart and ubiquitous learning environments to be used at outdoor cultural heritage

Usability of data-oriented user interfaces for cultural heritage: A systematic mapping study

Connecting people with city cultural heritage through proximity-based digital storytelling

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