Gamification of Education and Learning: Heuristic Elements, Player Types, and Learning Outcomes for Art History Games

The technology of virtual reality (VR) and the gamification of education and learning has had proven educational benefits, especially in secondary education. However, there remains little to no research on the heuristic elements and mechanics that contribute to learning at the postsecondary level of education. Most research conducted has been refined to science programs, but even in these instances, a study of the effects and interests of different demographics has yet to be considered. Given the visual nature of how the discipline of art history has traditionally been taught, there are a number of virtual reality (VR) applications to assist instructors in the field better engage students in immersive environments to provide a more accurate understanding of subjects covered. In order to capitalize on the strengths of the new digital medium, including immersion, engagement, and presence, the end user needs to be considered. This heuristic study investigates the different experiences, preferences, learning styles, and expectations relating to educational gaming of art history students at a private, Midwestern college. Results demonstrate that effective game design and development need consider the target audience to optimize user experience and learning outcomes

Virtual Reality and Art History: A Case Study of Digital Humanities and Immersive Learning Environments

The potential benefits of integrating immersive realities into traditional humanities curricula have been touted over the last two decades, but budgetary and technical constraints of implementation have limited its adoption. However, recent advances in technology, along with more affordable hardware coupled with more user-friendly interfaces, have seen widespread adoption beyond that of the military and healthcare. In fact, higher education institutions are poised to adopt VR on a broader scale to enhance learning with virtual environments. This study seeks to determine the expectations and results of integrating virtual reality into coursework with students and faculty in Art History. The study surveyed students, first to ascertain the prevalence and familiarity of immersive reality technologies, as well as the perceived benefit of integration into curriculum. Next, surveys collected data on student experience relating to virtual reality assignments integrated into coursework for both face-to-face and online learners. The results provide a model for other institutions for a variety of disciplines to reinforce outcomes through strategic use of the technology

Effects of interactive digital media on architectural heritage learning

This study attempts to determine the effects of three modes of digital media (virtual reality, video, and Web) on architectural heritage learning.It also aims to determine the demographics' effects of museum visitors on learning using interactive digital media.The content of these media focuses on historical and architectural information of a cultural heritage monument at a UNESCO World Heritage Site.This study has employed quasi-experimental method with the use of designated tasks and retention test in real-world setting.It is found that there is a significant difference among these digital media on retention score.Further analysis reveals that virtual reality provides the lowest retention score and contributes to this significant difference when compared to video.There is no significant difference between gender and retention score.However, there is a significant difference among age and retention score. This study contributes towards empirical evidence on the significant use of interactive digital media on architectural heritage learning and provides insights about demographic effects of interactive digital media on architectural heritage learning

Digital Education Evaluation: The Future of Time Lens at the Melbourne Museum

The Melbourne Museum, the most visited museum in Australia, asked the project team to determine the effectiveness of their scavenger hunt mobile application Time Lens Episode I: Treasures and Gems, as well as design a course of action for a new mobile application. The evaluation of Time Lens was used to determine if future family-based mobile applications were viable and desirable for use in the Melbourne Museum. The team observed the use of the application and discussed its effectiveness with families, staff, and peers. Based on these discussions the project team constructed plans for a future application for use at the Melbourne Museum. Our final recommendations also include plans to promote mobile technology within the museum

Masters in Serious Games Curriculum Framework

Thin, A. G., Lim, T., Louchart, S., De Gloria, A., Mayer, I., Kickmeier-Rust, M., Klamma, R., VeltKamp, R., Arnab, S., Bellotti, F., Boyle, L., Prada, R., Westera, W., Nadolski, R., & Abbas Petersen, S. (2013). Masters in Serious Games Curriculum Framework. Deliverable 5.3 of the Games and Learning Alliance Network of Excellence. Available at http://www.seriousgamessociety.org/download/SGMastersFwk.pdf.This report outlines a European Masters of Science programme on serious gaming.This report is a deliverable of the GALA project, which is sponsored by the the FP7 Programme of the European Commissio