From Personalization to Adaptivity: Creating Immersive Visits through Interactive Digital Storytelling at the Acropolis Museum

Storytelling has recently become a popular way to guide museum visitors, replacing traditional exhibit-centric descriptions by story-centric cohesive narrations with references to the exhibits and multimedia content. This work presents the fundamental elements of the CHESS project approach, the goal of which is to provide adaptive, personalized, interactive storytelling for museum visits. We shortly present the CHESS project and its background, we detail the proposed storytelling and user models, we describe the provided functionality and we outline the main tools and mechanisms employed. Finally, we present the preliminary results of a recent evaluation study that are informing several directions for future work

Empowering cultural heritage professionals with tools for authoring and deploying personalised visitor experiences

This paper presents an authoring environment, which supports cultural heritage professionals in the process of creating and deploying a wide range of different personalised interactive experiences that combine the physical (objects, collection and spaces) and the digital (multimedia content). It is based on a novel flexible formalism that represents the content and the context as independent from one another and allows recombining them in multiple ways thus generating many different interactions from the same elements. The authoring environment was developed in a co-design process with heritage stakeholders and addresses the composition of the content, the definition of the personalisation, and the deployment on a physical configuration of bespoke devices. To simplify the editing while maintaining a powerful representation, the complex creation process is deconstructed into a limited number of elements and phases, including aspects to control personalisation both in content and in interaction. The user interface also includes examples of installations for inspiration and as a means for learning what is possible and how to do it. Throughout the paper, installations in public exhibitions are used to illustrate our points and what our authoring environment can produce. The expressiveness of the formalism and the variety of interactive experiences that could be created was assessed via a range of laboratory tests, while a user-centred evaluation with over 40 cultural heritage professionals assessed whether they feel confident in directly controlling personalisation

Augmenting the landscape scene: students as participatory evaluators of mobile geospatial technologies

This paper provides a two-phase study to compare alternative techniques for augmenting landscape scenes on geography fieldtrips. The techniques were: a pre-prepared acetate overlay; a custom-designed mobile field guide; locative media on a smartphone; virtual globe on a tablet PC; a head-mounted virtual reality display, and a geo-wand style mobile app. In one field exercise the first five techniques were compared through analysis of interviews and student video diaries, combined with direct observation. This identified a particular challenge of how to direct user attention correctly to relevant information in the field of view. To explore this issue in more detail, a second field exercise deployed ‘Zapp’, a bespoke geo-wand-style app capable of retrieving information about distant landscape features. This was evaluated using first-person video and spatial logging of in-field interactions. This paper reflects upon the relative merits of these approaches and highlights particular challenges of using technology to mimic a human field guide in pointing out specific aspects of the landscape scene. We also explore the role of students acting as design informants and research co-participants, which can be mutually beneficial in promoting a critical appreciation of the role of technology to support learning about the landscape

Personalization in cultural heritage: the road travelled and the one ahead

Over the last 20 years, cultural heritage has been a favored domain for personalization research. For years, researchers have experimented with the cutting edge technology of the day; now, with the convergence of internet and wireless technology, and the increasing adoption of the Web as a platform for the publication of information, the visitor is able to exploit cultural heritage material before, during and after the visit, having different goals and requirements in each phase. However, cultural heritage sites have a huge amount of information to present, which must be filtered and personalized in order to enable the individual user to easily access it. Personalization of cultural heritage information requires a system that is able to model the user (e.g., interest, knowledge and other personal characteristics), as well as contextual aspects, select the most appropriate content, and deliver it in the most suitable way. It should be noted that achieving this result is extremely challenging in the case of first-time users, such as tourists who visit a cultural heritage site for the first time (and maybe the only time in their life). In addition, as tourism is a social activity, adapting to the individual is not enough because groups and communities have to be modeled and supported as well, taking into account their mutual interests, previous mutual experience, and requirements. How to model and represent the user(s) and the context of the visit and how to reason with regard to the information that is available are the challenges faced by researchers in personalization of cultural heritage. Notwithstanding the effort invested so far, a definite solution is far from being reached, mainly because new technology and new aspects of personalization are constantly being introduced. This article surveys the research in this area. Starting from the earlier systems, which presented cultural heritage information in kiosks, it summarizes the evolution of personalization techniques in museum web sites, virtual collections and mobile guides, until recent extension of cultural heritage toward the semantic and social web. The paper concludes with current challenges and points out areas where future research is needed

A Review of Personalised E-Learning: Towards Supporting Learner Diversity

The realisation of personalised e-learning to suit an individual learner’s diverse learning needs is a concept which has been explored for decades, at great expense, but is still not achievable by non-technical authors. This research reviews the area of personalised e-learning and notes some of the technological challenges which developers may encounter in creating authoring tools for personalised e-learning and some of the pedagogical challenges which authors may encounter when creating personalised e-learning activities to enhance the learning experience of their students. At present educators who wish to create personalised e-learning activities require the assistance of technical experts who are knowledgeable in the area. Even with the help of an expert the creation of personalised e-learning activities still remains a complex process to authors who are new to the concept of tailoring e-learning to suit learner diversity. Before the successful utilisation of adaptive authoring tools can be realised, academic authors need to learn how to effectively use these tools. All learners come to education with a diverse set of characteristics; educators need to decide which learner characteristic(s) they wish to focus on addressing through the use of personalised e-learning activities. Further investigation, evaluation and analyses of authoring tools is required before personalised e-learning to support learner diversity can be achieved by many academics. Research members of the AMAS (2013) project team are currently involved in developing an authoring tool for adaptive activities for e-learning