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Beyond Cool: Making Mobile Augmented Reality Work for Museum Education
Shelley Mannion, Samsung Digital Discovery Centre at The British Museum, United Kingdom
http://www.britishmuseum.org/samsungcentre
Abstract
In fall 2010, the British Museum’s education team embarked on a multi-year plan to explore the potential of Augmented Reality (AR) in our galleries. We have since run four AR projects for young people, each of which focused on a different aspect of the technology. Our first project focused on revealing content on markers; the second on creating alternative views on the collection; the third on location-based AR for navigation; and the fourth on exhibiting virtual art in the galleries. These projects have both challenged and surprised us. Technical problems like the instability of compasses for positioning and poor 3G reception have challenged us to find workable solutions. Working with different age groups in formal and informal education settings led to discoveries about AR’s ability to delight and engage young learners and to teach fine motor skills. Shoestring budgets forced us to be creative and resourceful in our approach to mobile app development. Here, we share our experiences and lessons learned in integrating AR into museum and gallery learning programs.
Levelling Up: Towards Best Practice in Evaluating Museum Games
Danny Birchall and Martha Henson Wellcome Trust; Alexandra Burch and Daniel Evans, Science Museum, UK; Kate Haley Goldman, National Center for Interactive Learning at the Space Science Center, USA
Abstract
Museums make games because games can provide compelling educational engagement with museum themes and content, and the market for games is enormous. Truly understanding whether games are achieving your goals requires evaluation. In this paper, we identify the kind of games that museums make and use case studies of our own casual games to look at the benefits and means of evaluation. Beginning by identifying different kinds of evaluation within the broad framework of formative and summative practices, we suggest ways to plan an evaluation strategy and set objectives for your game. We then look in detail at evaluation methods: paper and wireframe testing, play-testing, soft launching, Google Analytics, surveys, and analysing responses “in the wild.” While we draw on our own experience for examples of best practice, we recognize that this is an area in which everyone has a lot to learn, and we conclude by suggesting some tactics for sharing knowledge across the museums’ sector.
Rules of Play: Design Elements of Addictive Online Learning Games
Over the past decade, games have grown as both a commercial industry, as a field for scholarly research, and as a practical medium for teaching and learning. Inspired by a broad array of research emphasizing the effectiveness of problem-based, anchored instruction, developers have been creating games about subjects ranging from childhood obesity to electoral politics to personal finance.
CANCELLED Blogging the past: Recreating history and creating community with Bound for South Australia 1836
THIS SESSION HAS BEEN CANCELLED DUE TO CIRCUMSTANCES BEYOND THE AUTHORS' CONTROL, BUT YOU CAN STILL READ THE PAPER.
Understanding the Distributed Museum: Mapping the Spaces of Museology in Contemporary Culture
Susana Bautista and Anne Balsamo, University of Southern California, Los Angeles, California, U.S.A.
Abstract
Where is the museum for the digital generation? We use the term ìthe distributed museumî to describe the form that the museum takes as it is part of the creation and movement among new spaces that comprise contemporary networked learning environments. No longer located in a particular physical space, the museum extends its presence through all sorts of virtual spaces on the Web as well as in the transient spaces created through the diverse practices and technologies of mobility. This paper offers an analytical framework to describe and map the museology of the distributed museum as it unfolds across conceptual divides between physical and the virtual, the fixed and the mobile, and closed and open.
Keywords: museum, distributed, digital age, participatory, learning
A Ubiquitous Mobile Edutainment Application for Learning Science through Play
Isabelle Astic and Coline Aunis, Cnam/Musée des arts et métiers; Areti Damala and Eric Gressier-Soudan, Cnam/CEDRIC, France
Abstract
This paper advances the state of the art in games design of serious pervasive games. We analyze the game design of the two serious pervasive games built during the "PLUG, Play Ubiquitous Games and play more" project. We compare their desired objectives to the really completed ones. We then conclude with a section on what serious pervasive game design should be.
Keywords: pervasive games, serious games, game design, magic circle, flow theory, edutainment, learning
Caboodle by Culture24: How to engage children with your collection online in a new way (and how they can engage you in theirs!)
From Knowledge to Narrative – to Systems? At the junction of game design and museum education
Laura Robert's landmark book "From Knowledge to Narrative" (Roberts, 1997) analyzed a paradigm shift in museum exhibition in the late 20th century as educators moved museums from traditional methods of knowledge transmission to constructivist interpretive methods such as narrative.
Understanding the Distributed Museum: A Creative Visualization of Contemporary Digital Practices
Where is the museum for the digital generation? Our presentati
Rules of Play: Design Elements of Addictive Online Learning Games
Over the past decade, games have grown as both a commercial industry, as a field for scholarly research, and as a practical medium for teaching and learning. Inspired by a broad array of research emphasizing the effectiveness of problem-based, anchored instruction, developers have been creating games about subjects ranging from childhood obesity to electoral politics to personal finance.