Reforming the representation of the reformation: Mixed reality narratives in communicating tangible and intangible heritage of the protestant reformation in Finland

Rauti

et al. 2020

Sensors

Location-based applications (LBAs) capture the user’s physical location via satellite navigation sensors and integrate it as part of the digital application. Because of this connection, the real-world environment needs to be accounted for in LBA design. In this work, we focused on creating a database of geographically distributed points of interest (PoIs) that is optimal for learning local history. First, we conducted a requirements elicitation study at three outdoor archaeological sites and identified issues in existing solutions. Second, we designed a multi-layered prototype solution. Third, we evaluated the solution with nine experts who had prior experience with LBAs or similar systems. We incorporated their feedback to our design to iteratively improve it. As a whole, our work contributes to the LBA design literature by proposing a solution that is optimized for the learning of local history.

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning History with Location-Based Applications: An Architecture for Points of Interest in Multiple Layers

Rauti

et al. 2020

Sensors

“…Students are asked to complete challenges or assignments, answer quizzes, or interact with virtual objects that enrich their learning experience. Other terms used in research to describe certain types of LBGs include AR games and mixed reality games (Viinikkala et al, 2016). AR and mixed reality games are often spatial awareness games.…”

Section: Research Focusmentioning

confidence: 99%

Delving into the impact of location-based games on high school students: Foro Italico vs. The Siege

2023

FeD

This study presents the research results of the implementation of two location-based educational games in the field of history and cultural heritage, created on Taleblazer to be played by high-school students on smartphones. The games were designed to take place in the city of Rhodes island and were titled: “The Siege of Rhodes by Muhammad the Conqueror (1480 p.C.)”, briefly hereafter, The Siege and “Let’s Discover the Secrets of Foro Italico”, briefly hereafter, Foro. By applying to each of them a different design strategy (gamification versus narrative-driven plot), the prime aim was to understand which features were preferred by different age groups, but also which other, external parameters influenced the reception of the games. The overarching pedagogical basis under which this research was placed brought together a series of theoretical approaches that cross-fertilised each other: The game-based learning, Cognitive Theory of Multimedia Learning, Situated learning in combination with approaches that highlight the importance of augmented reality and location–based (digital) games to improve the learning outcome. The research sample was 58 students, aged 12-18, who participated in both games, and the methodological tool was a questionnaire, distributed to the participants after the completion of both games. The processing and analysis of the data was done in the program SPSS. The games were created in the context of previous research, with the aim of verifying or differentiating from already recorded results. This research largely confirmed previous research results but also enriched the existing conclusions with new ones, regarding the importance of the age group and previous experience of the participants, as most of the experiments so far did not provide sufficient statistics of quantitative data. Although the learning performance was not we verified, the additional findings could prove useful in the future for a more tailored design of similar educational games, in order to optimise the learning process, taking into account factors that influence game reception. However, the need for a larger sample size and for further investigation of how games function as learning resources is undeniable.

Proceedings of the 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018)

“…And our culture promotes love and tolerance, advocating the harmony of interpersonal relationships. Therefore, the protection of intangible cultural heritage has practical significance in maintaining social harmony and stability [9].…”

Section: B the Dilemma Of The Inheritance And Protection Of Intangibmentioning

confidence: 99%

“…At present, besides digital visual design software such as Photoshop and Adobe Premiere, which are used to embellish pictures, videos and other information forms, 3D technology is becoming more and more mature. What's more, its application in design is also increasing [9]. After choosing the visual communication mode of intangible cultural heritage products, the preliminary design is relatively simple.…”

Section: B Feasibility Of Visual Communication Applied To Intangiblementioning

confidence: 99%

The Design of Visual Communication for Intangible Cultural Heritage in Product Form

Huang¹,

Xiang²,

Liang³

et al. 2018

The socioeconomic development and the deepening of globalization have brought many difficulties to the inheritance and protection of intangible cultural heritage. This study analyzes the visual communication and the protection and predicament of intangible cultural heritage by means of literature, comparison and induction. In order to explore new ways to protect and inherit intangible cultural heritage in the new era, the study combines the intangible cultural heritage with the current relatively novel visual communication technology and provides a new direction for the formal design of intangible cultural heritage products. The application results show that the study is conducive to protecting the intangible cultural heritage left over by our ancestors.