Bridging the Gap Between Education and Experience: A Comparative Analysis of IPB University Museum's Visitor Experience

The IPB Museum, located on the Darmaga Campus of IPB University, serves as a platform to showcase its rich history, developments, and future aspirations. University museums are vital institutions, embracing innovation and fostering communities of knowledge. Previous research emphasizes the impact of visitor experience on satisfaction and loyalty, highlighting the advantages of interactive technologies in museums for improved engagement and education. Evaluating technology's impact is crucial, and this study utilizes The Museum Tourism Experience and Experiential Value questionnaire to provide a baseline measurement and benchmark for future interventions, enabling a comprehensive evaluation of technology's impact on visitor experiences and satisfaction. In this study, 103 undergraduate students from the User Experience Design Course were invited to visit the IPB Museum to assess their experience using The Museum Tourism Experience and Experiential Value (MTEEV) questionnaire, which evaluates five aspects of the visitor experience. The students completed the questionnaire both before and after their visit, aiming to measure the impact of the museum visit on their perception and evaluate the effectiveness of the IPB Museum. The museum received lower ratings in visual appeal, entertainment, escapism, willingness to pay more, and imaginary vividness compared to visitors' past experiences, indicating potential areas for improvement to enhance the overall visitor experience. Lastly, we present our participatory strategy using MBKM and the capstone program to improve the museum experience.     &nbsp

Teaching Cultural Heritage using Mobile Augmented Reality

open2noThe relationship between augmented reality, mobile learning, gamification and non-formal education methods provide a great potential. The AR-CIMUVE Augmented Reality for the Walled Cities of the Veneto is an original project in collaboration with Italia Nostra and other associations which deal with transmitting our cultural heritage and which teach primary and middle school children the cultural and historical importance of the Veneto’s and the surrounding territories’ walled cities. In this learning experience students will explore how our environment has developed across the ages using the mobile devices with the technical back-up of the AR App. This will allow them to see maps, examine data, 3D models and will enable them to judge and improve their skills. From a pedagogical and educational point of view the emphasis is on a constructivist social-cultural approach which helps students to become active citizens more aware of their historical identity.openPetrucco, Corrado; Agostini, DanielePetrucco, Corrado; Agostini, Daniel

Exploration Games:Can Game-Guided Systems Support Users in Automated Exhibition Sites?

This article delves into the potential of incorporating elements fromadventure games into museum exhibitions, with a particular focus on automatedexhibition sites. We advocate that principles derived from adventure games canadeptly bridge the two primary expectations of exhibitions: enlightenment andexperience. Exploration-based games, such as Explore the Redoubt (XTR)crafted for automated venues, enable users to fulfill both these objectives. XTR,conceived to address the prevailing research voids, integrates game mechanicsinto the automated exhibition environment, enhancing visitor motivation andengagement. It harnesses interactive digital mediums to present cultural heritagein a relaxed, informal manner.Existing research scarcely touches upon the design of experiential learninggames developed for automated sites, which encompass both indoor and outdoordisplays. Our methodology contemplates the transformation of visitor conduct atexhibitions, morphing them into avid knowledge seekers. We challenge theadequacy of current user experience models in portraying exhibitions striving toprovide both enlightenment and an immersive experience. Consequently, weintroduce a framework for museum interactions that deeply engages users, urgingthem to define their exploration trajectories, seamlessly fusing enlightenment,and engagement. Our study is set in a 17th-century redoubt where initialobservations indicated greater outdoor engagement compared to indoor spaces.This observation fueled our initiative to amplify indoor visitor participation.After testing XTR with 30 participants and employing a combination ofobservations and interviews, we derived key insights on designing digitalexploration games that seamlessly combine enlightenment and engagement. Weconclude with three design strategies to enhance visitor curiosity and exploration

The Humanistic Education in a Unique Pre-Service Teacher Education Program for Ethiopian Immigrants: A Foundation for Bridging Gaps

The unique pre-service teacher education programme for Ethiopian immigrants, operated at a Teacher Education College, encompasses two main approaches to value-oriented education, the pluralistic and particularistic approaches. The programme constitutes a challenging ladder which can reduce the educational, social, cultural, instructional and professional gap of Ethiopians in Israel. This paper presents the humanistic theory perception and displays its characteristics in the unique programme. In order to demonstrate the humanistic education principles in the unique programme, the interviews and documents which accompanied the programme were content analysed. Findings of the case study highlight the applicable and practical components of the humanistic education principle, thus enabling operation of the programme and the success thereof. The insights obtained from the study can facilitate development of unique pre-service teacher education programmes for minority groups that experience difficulties and a gap vis-a-vis mainstream groups

Internationalisation of HE in the UK: 'Where are we now and where might we go?'

This paper is based on a literature review commissioned by the Higher Education Academy in 2006 which aimed to identify existing published literature and current practices of direct relevance to the Internationalisation of Higher Education in the UK. The review was based on the assumption that a range of concerns exists, that there are emerging issues and that there are inconsistencies and gaps in the literature. The project focused on a number of questions including: what working definitions of internationalisation of higher education are in currency? what meanings are attributed to internationalisation of the curriculum? what models for institutional internationalisation are emerging? and, what curriculum models are emerging/being adopted? The literature trawl identified in excess of 300 international sources of relevance, of which, more that 100 originated in the UK. This paper draws on the analysis of these sources to determine ‘where we are’ in the UK in comparison with our Western counterparts, particularly HEIs based in Australia

Questioning the Generational Divide: Technological Exoticism and Adult Constructions of Online Youth Identity

Part of the Volume on Youth, Identity, and Digital Media. This chapter reflects on the effects and implications of the discrepancy between adult perspectives on digital media and youth experiences. Through an analysis of public discourse by marketers, journalists, and new media researchers compared with statements by young technology users, it is proposed that the current so-called "Internet generation" is in fact a transitional generation, in which young Internet users are characterized to varying degrees by a dual consciousness of both their own and adult perspectives, the latter of which tend to exoticize youth. An analogy with the first television generation is developed to suggest that the birth of a true Internet generation, some years in the future, will pave the way for more normalized, difficult-to-question changes in media attitudes and consumption, and thus that the present transitional moment should be taken advantage of to encourage conversation between adults and youth about technology and social change

ICS Materials. Towards a re-Interpretation of material qualities through interactive, connected, and smart materials.

The domain of materials for design is changing under the influence of an increased technological advancement, miniaturization and democratization. Materials are becoming connected, augmented, computational, interactive, active, responsive, and dynamic. These are ICS Materials, an acronym that stands for Interactive, Connected and Smart. While labs around the world are experimenting with these new materials, there is the need to reflect on their potentials and impact on design. This paper is a first step in this direction: to interpret and describe the qualities of ICS materials, considering their experiential pattern, their expressive sensorial dimension, and their aesthetic of interaction. Through case studies, we analyse and classify these emerging ICS Materials and identified common characteristics, and challenges, e.g. the ability to change over time or their programmability by the designers and users. On that basis, we argue there is the need to reframe and redesign existing models to describe ICS materials, making their qualities emerge

Utility of behavioural science in landscape architecture: investigating the application of environment-behaviour theory and its research methods to fit the spatial agenda of design

This thesis attempts to address the behavioural science /design `applicability gap' problem currently concerning professional academics and researchers in landscape architecture and related disciplines. Building on research carried out by others, it attempts to gain further insight into the nature of the problem, how the gap specifically relates to landscape design, how it manifests itself in the design process, and how the problem might realistically be addressed. It is argued that in order to address the gap problem in landscape architecture, it is also necessary to address the wider problem of the lack of communication and understanding between research and design spheres. Therefore, the study is conducted from a combined research/design perspective. A critical review of the literature combined with project driven reflection -in- action analysis establishes a lack of compatibility of environment- behaviour theory, and its research methods, with the landscape designer's spatial approach. It is argued that there is a need for theory- building to facilitate the practical application of integrated spatial -behaviour analysis. As a result, a framework of spatial/behavioural compatible theories and concepts, and a set of practical tools and techniques, are conceptualised, and their application explored, for site survey analysis. The utility of the approach is demonstrated for embodying user needs evaluation within the design process and for providing a method for contextualising research. Finally, a shift in thinking is envisaged in which research and design approaches are reconciled

Bridging the Gap: An Exploratory Study on Classroom-Workplace Collaborations

“Bridging the gap” between theory and practice has historically been challenging. There is a definite lag between textbook knowledge and “real-world” application. For decades colleges have been adopting different Executive-In-Residence (EIR) models to help with this concern. Various EIR models include bringing industry professionals into the classes as guest speakers, hosting a series of one-on-one meetings, and conducting seminars and workshops. There is little to no research on EIRs in the Hospitality and Tourism field. In today’s modern time, the hospitality industry is a forerunner in the service industry, thus making this research extremely beneficial to the body of knowledge regarding hospitality education. The purpose of this study was to investigate the impact of a new EIR Classroom Teaching Model that can be utilized in hospitality programs globally. A non-experimental descriptive survey research design was utilized in this study for the purpose of determining if knowledge increased in the subject area, determining appropriate course workloads, and determining students’ preferences on the traditional textbook. Two descriptive survey questionnaires (one for EIR students, another for non-EIR students) were designed and distributed via email to the participants of the study. The study found that EIR students felt they learned more than Non EIR students. The study also found that EIR students found the EIR course more challenging and it enhanced their creativity. The data also concluded that both EIR and Non EIR students feel that textbooks are not necessary in upper-level courses. Results from this study can be used as a catalyst for conducting follow-up research on knowledge management in hospitality programs, allowing new instructional methods and classroom collaborations with industry leaders

THE ROLE OF MUSEUMS IN EDUCATIONAL PEDAGOGY AND COMMUNITY ENGAGEMENT

Museums provide exceptional opportunity for experiential and social/emotional learning that often cannot be simulated elsewhere. Schools and communities, however, are not taking full advantage of what these spaces have to offer. Learning science has indicated the need for more progressive education initiatives, making stronger partnerships between museums, schools, and communities imperative. Data was collected through surveys and interviews with museum education departments and K-12 teachers in the Chicagoland area to discuss available programs, usage, outcomes, and feedback for improvement. Analysis of data reiterated the positive role museums play in creating well-rounded, critically-thinking, emotionally intelligent individuals, who are civically engaged and democratically centered. The future of a successful education system and a healthy society rely on the adoption of more active, diverse, and informal pedagogies, as we shift away from traditional test-based, didactic, rote methods. Museums, schools, and communities each have important work to do in order to secure these pivotal partnerships. Keywords: museum education, experiential learning, social learning, community engagemen