Interactive Experience Design: Integrated and Tangible Storytelling with Maritime Museum Artefacts

Museums play the role of intermediary between cultural heritage and visitors, and are often described as places and environments for education and enjoyment. The European Union also encourages innovative uses of museums to support education through the cultural heritage resources. However, the importance of visitors’ active role in museums as places for education and entertainment, on the one hand, and the growing and indispensable presence of technology in the cultural heritage domain, on the other hand, provided the initial ideas to develop the research. This thesis, presents the study and design for an interactive storytelling installation for a maritime museum. The installation is designed to integrate different museum artefacts into the storytelling system to enrich the visitors experience through tangible storytelling. The project was conducted in collaboration with another PhD student, Luca Ciotoli. His contribution was mainly focused on the narrative and storytelling features of the research, while my contribution was focused on the interaction- and technology-related features, including the design and implementation of the prototype. The research is deployed using a four-phase iterative approach. The first phase of the research, Study, deals with literature review and different studies to identify the requirements. The second phase, Design, determines the broad outlines of the project i.e., an interactive storytelling installation. The design phase includes interaction and museum experience design. We investigated different design approaches, e.g., interaction and museum experience design, to develop a conceptual design. The third phase, prototype, allows us to determine how to fulfill the tasks and meet the requirements that are established for the research. Prototyping involves content creation, storyboarding, integrating augmented artefacts into the storytelling system. Th final phase, test, refers to the evaluations that are conducted during the aforementioned phases e.g., formative and the final usability testing with users. The outcome of the research confirms previous results in the literature about how digital narratives can be enriched with the tangible dimension, moreover it shows how this dimension can enable to communicate stories and knowledge of the past that are complex, such as the art of navigating in the past, by integrating tangible objects that play different roles in the storytelling process

Comparative evaluation of the MAZI pilots (version 3)

This deliverable is the third of three, reporting on the comparative evaluation of MAZI pilots (Deliverable 3.10). Across the course of MAZI, the pilots have engaged with communities in different ways, for different purposes. Common to all pilots has been the focus on using and developing the MAZI toolkit in order to facilitate Do-It-Yourself (DIY) networking. This has involved collaborations characterised by inter-disciplinarity, where academic and community partners have worked together to find effective ways of engaging the communities in meaningful ways. In the previous version of this deliverable (D3.9), we defined our analysis methodology, which builds on the logic set out in the first report (D3.8). In this report, we will discuss the results of using of Realist Evaluation (RE) to form case studies (characterised by context, mechanism, outcome configurations) and Activity Theory (AT) to characterise each pilot as a separate activity system. To identify the generative mechanisms, we investigated the tensions and conflicts between the technical and semiotic levels of the pilots’ activity systems. Evidence generated was presented alongside the insights from the MAZI handbook to inform best practice for supporting the MAZI toolkit. Comparing across the pilots’, we reveal tensions and conflicts between the technical and semiotic levels of the activity systems and the generative mechanisms used to meet the project and communities’ objectives. This emphasised the importance of understanding the context, e.g. by valuing the time spent with communities and the importance of learning their language and vocabularies, and respecting others capital. It revealed mechanisms for understanding location, the importance of stories and storytelling, designing collaborative activities and embracing opportunities for conversations. It also echoed the need to identify key roles, guises and actors for DIY networking and the importance of the principle of adding value rather than adding work

Underdogs and superheroes: Designing for new players in public space

We are exploring methods for participatory and public involvement of new 'players' in the design space. Underdogs & Superheroes involves a game-based methodology – a series of creative activities or games – in order to engage people experientially, creatively, and personally throughout the design process. We have found that games help engage users’ imaginations by representing reality without limiting expectations to what's possible here and now; engaging experiential and personal perspectives (the 'whole' person); and opening the creative process to hands-on user participation through low/no-tech materials and a widely-understood approach. The methods are currently being applied in the project Underdogs & Superheroes, which aims to evolve technological interventions for personal and community presence in local public spaces

An Interactive Augmented Reality Alphabet 3-Dimensional Pop-up Book For learning and Recognizing the English Alphabet

This document describes the process developing an Augmented Reality (AR) alphabet book mobile application. Using only an android phone camera, the child could view the superimposed virtual alphabet 3 dimensional objects in a fun and interactive manner using the marker-less physical alphabet book as the interaction tool. The reason behind choosing alphabet teaching as the topic of the book is that the Alphabet knowledge is the core knowledge of any language. It is a jump-start for children to start reading and recognizing words and sentences, thus learning the alphabet is extremely important, for many researchers, emphasizing on how early, child’s education shapes the child’s successful future. Though there are, a great deal of technology based alphabet books; parents still prefer buying the old style physical books or some might use a virtual technology based book application. The problem is that though the physical book possesses many benefits, that our generation and the generations long before us, have experienced, yet from the current generation children’s point of view, they may in fact find it dull and boring. For, it is commonly recognized, that the current generation children are surrounded all around by technology and gadgets, that can make them board, easily distracted, and may refuse to willingly use a plain non-technology book to learn, and if using a virtual application, they will lose the benefits offered by a physical book. Knowing this, the use of Augmented Reality should solve such a problem. For Augmented Reality (AR) is considered the best of both worlds, where, real and virtual objects are combined in the real environment, that will allow the use of both technology based application and a traditional physical book, combining the benefits of both and meeting the child and the parent midway. Although AR technology is not new, its possible potential in education is just beginning to be investigated. The main aim of this research is to develop an interactive 3-Dimentional alphabet pop-up book, and using digital storytelling, to help teach children to learn and recognize the alphabets. The objectives of the study are to enhance the interactions of the alphabet book, by creating an android application that contains animated interactive 3-Dimentional models, interactive sounds, songs and music. Furthermore, to investigate the use of digital storytelling (music, sounds), interactions and animation effect in learning engagement, through using the augmented reality technology. The scope of this project and research is very wide, it includes the 3D modeling, texturing, rigging & animation, book design and content decision research, furthermore, Augmented Reality and Android applicatio

Using interactive documentary as a peacebuilding tool

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Blending customisation, context-awareness and adaptivity for personalised tangible interaction in cultural heritage

Shaping personalization in a scenario of tangible, embedded and embodied interaction for cultural heritage involves challenges that go well beyond the requirements of implementing content personalization for portable mobile guides. Content is coupled with the physical experience of the objects, the space, and the facets of the context – being those personal or social – acquire a more prominent role. This paper presents a personalization framework to support complex scenarios that combine the physical, the digital, and the social dimensions of a visit. It is based on our experience in collaborating with curators and museum experts to understand and shape personalization in a way that is meaningful to them and to visitors alike, that is sustainable to implement and effective in managing the complexity of context-awareness. The pro posed approach features a decomposition of personalization into multiple layers of complexity that involve a blend of customization on the visitor’s initiative or according to the visitor’s profile, system context-awareness, and automatic adaptivity computed by the system based on the visitor’s behaviour model. We use a number of case studies of implemented exhibitions where this approach was used to illustrate its many facets and how adaptive techniques can be effectively complemented with interaction design, rich narratives and visitors’ choice to create deeply personal experiences. Overarching reflections spanning case studies and prototypes provide evidence of the viability of the proposed frame work, and illustrate the final effect of the user experience