Smart Ambient Learning with Physical Artifacts UsingWearable Technologies

Abstract

Wearable technologies have been developing a momentum recently. However, integrated concepts for teaching and learning with wearable technologies are not available at present. In this paper, we report on a multicontextual framework for such an integrated concept. It consists of a number of real-world use cases coming from a third-party funded project, an entrepreneurship lab course from a technical university and an open source software development strategy. Based on an exhibition scenario, we conceptualize a framework for dealing with physical artifacts that integrates community learning analytics for self-reflection. Conceptual as well as technical issues and first experiences with an open source prototype draw an optimistic picture while we outline further needs for research and development.

Design Challenges for Mobile and Wearable Systems to Support Learning on-the-move at Outdoor Cultural Heritage Sites

“…Utilising wearable computing such as smart eye glasses to learn from cultural heritage sites is yet immature in the literature; a few technologies were introduced in this respect such as [12,[46][47][48][49]. Although these technologies utilised wearable computing, but they were not aimed at supporting visitors' learning on-the-move, where they receive right information at the right time based on location and at the same time helping them experience life back in time.…”

“…Although, technologies have been introduced to enhance visitors' experience, most of them are introduced with respect to indoors cultural heritage [12][13][14]. Emerging technologies, such as immersive and ubiquitous technologies have a great potential to enhance engagement at sites as well as visitors' experience [15].…”

Smart-Glasses: Exposing and Elucidating the Ethical Issues

“…Egenhofer and Kuhn 1998;M. Egenhofer 1999;Thiel and Thiel 2014;Lerch 2014;Koren and Klamma 2015;Boissier and Castelfranchi 2015;Ling et al 2014;Jacquemard et al 2014;Yoon et al 2015;Satyanarayanan et al 2015;Kumar and Sharma 2014;Arnold et al 2015;Haris et al 2014;Kotsios 2015;Speed et al 2013;S. I. Friedland 2015;Chalfen 2014).…”

A theoretical framework for designing smart and ubiquitous learning environments for outdoor cultural heritage

“…Designing such services that meet learners/visitors' needs would be essential to enhance their engagement at sites as visitors do not consider visiting outdoors cultural heritage sites as a form of learning, but rather as a form of entertainment. Some studies were conducted with respect to cultural heritage sites but not necessarily for outdoors [20][21][22][23][24][25][26]. Immersive technologies such as augmented and virtual reality (AR & VR), and gamification were also harnessed to enhance the experience of sites for instance in [27][28][29][30][31][32][33][34].…”

“…FoSLE harnessed mobile and immersive technologies (i.e. smart eye glasses and AR) with the aim of enhancing visitors' engagement as AR would be an excellent choice for drawing visitors' interest as well as contribute to a better interpretation of sites [25,26]. FoSLE consists of six broad categories, which are: Learner, content, learning design, interaction design, context and, challenges and obstacles.…”