Museum Experience Design: A Modern Storytelling Methodology

In this paper we propose a new direction for design, in the context of the theme “Next Digital Technologies in Arts and Culture”, by employing modern methods based on Interaction Design, Interactive Storytelling and Artificial Intelligence. Focusing on Cultural Heritage, we propose a new paradigm for Museum Experience Design, facilitating on the one hand traditional visual and multimedia communication and, on the other, a new type of interaction with artefacts, in the form of a Storytelling Experience. Museums are increasingly being transformed into hybrid spaces, where virtual (digital) information coexists with tangible artefacts. In this context, “Next Digital Technologies” play a new role, providing methods to increase cultural accessibility and enhance experience. Not only is the goal to convey stories hidden inside artefacts, as well as items or objects connected to them, but it is also to pave the way for the creation of new ones through an interactive museum experience that continues after the museum visit ends. Social sharing, in particular, can greatly increase the value of dissemination

Understanding and Preventing Employee Turnover

Child welfare agencies have identified worker turnover as a particularly problematic organizational issue. In children’s mental health agencies, turnover also seems to be an issue for residential care services. Do people voluntarily leave child welfare and children\u27s mental health organizations because of the work itself, because of the workload, or because they find “success” difficult to experience? These are often given as reasons by departing employees, but to develop a comprehensive understanding why turnover takes place in these organizations, this paper looks at the research on turnover in organizations generally and in child welfare and children\u27s mental health organizations specifically. Research on unwanted employee turnover has produced thousands of articles. We begin by exploring the major themes in this literature and then relate these themes to research done in human services organizations, and child welfare and children\u27s mental health organizations specifically. We conclude with a list of research questions to pursue in our study of workers’ experiences in the workplace

The effectiveness of asking behaviors among 9-11 year-old children in increasing home availability and children's intake of fruit and vegetables : results from the Squire's Quest II self-regulation game intervention

Background: Home environment has an important influence on children's fruit and vegetable (FV) consumption, but children may in turn also impact their home FV environment, e.g. by asking for FV. The Squire's Quest II serious game intervention aimed to increase asking behaviors to improve home FV availability and children's FV intake. This study's aims were to assess: 1) did asking behaviors at baseline predict home FV availability at baseline (T0) (RQ1); 2) were asking behaviors and home FV availability influenced by the intervention (RQ2); 3) did increases in asking behaviors predict increased home FV availability (RQ3); and 4) did increases in asking behaviors and increases in home FV availability mediate increases in FV intake among children (RQ4)? Methods: This is a secondary analysis of a study using a randomized controlled trial, with 4 groups (each n = 100 child-parent dyads). All groups were analyzed together for this paper since groups did not vary on components relevant to our analysis. All children and parents (n = 400 dyads) received a self-regulation serious game intervention and parent material. The intervention ran for three months. Measurements were taken at baseline, immediately after intervention and at 3-month follow-up. Asking behavior and home FV availability were measured using questionnaires; child FV intake was measured using 24-h dietary recalls. ANCOVA methods (research question 1), linear mixed-effect models (research question 2), and Structural Equation Modeling (research questions 3 and 4) were used. Results: Baseline child asking behaviors predicted baseline home FV availability. The intervention increased child asking behaviors and home FV availability. Increases in child asking behaviors, however, did not predict increased home FV availability. Increased child asking behaviors and home FV availability also did not mediate the increases in child FV intake. Conclusions: Children influence their home FV environment through their asking behaviors, which can be enhanced via a serious game intervention. The obtained increases in asking behavior were, however, insufficient to affect home FV availability or intake. Other factors, such as child preferences, sample characteristics, intervention duration and parental direct involvement may play a role and warrant examination in future research

Parental Co‐Construction of 5‐ to 13‐Year‐Olds\u27 Global Self‐Esteem Through Reminiscing About Past Events

The current study explored parental processes associated with children\u27s global self‐esteem development. Eighty 5‐ to 13‐year‐olds and one of their parents provided qualitative and quantitative data through questionnaires, open‐ended questions, and a laboratory‐based reminiscing task. Parents who included more explanations of emotions when writing about the lowest points in their lives were more likely to discuss explanations of emotions experienced in negative past events with their child, which was associated with child attachment security. Attachment was associated with concurrent self‐esteem, which predicted relative increases in self‐esteem 16 months later, on average. Finally, parent support also predicted residual increases in self‐esteem. Findings extend prior research by including younger ages and uncovering a process by which two theoretically relevant parenting behaviors impact self‐esteem development

What is the problem to which interactive multimedia is the solution?

This is something of an unusual paper. It serves as both the reason for and the result of a small number of leading academics in the field, coming together to focus on the question that serves as the title to this paper: What is the problem to which interactive multimedia is the solution? Each of the authors addresses this question from their own viewpoint, offering informed insights into the development, implementation and evaluation of multimedia. The result of their collective work was also the focus of a Western Australian Institute of Educational Research seminar, convened at Edith Cowan University on 18 October, 1994. The question posed is deliberately rhetorical - it is asked to allow those represented here to consider what they think are the significant issues in the fast-growing field of multimedia. More directly, the question is also asked here because nobody else has considered it worth asking: for many multimedia is done because it is technically possible, not because it offers anything that is of value or provides the solution to a particular problem. The question, then, is answered in various ways by each of the authors involved and each, in their own way, consider a range of fundamental issues concerning the nature, place and use of multimedia - both in education and in society generally. By way of an introduction, the following provides a unifying context for the various contributions made here

The Intergenerational Transmission of Poverty: Some Causes and Policy Implications

The purpose of this report is to investigate the effects of family background factors in determining the intergenerational transmission of poverty in Latin America, drawing on a review of recent studies and empirical work done for this study. Based on the findings of this investigation, the report discusses policy implications and government programs to break the ITP process. The empirical results are based on a sample of Peruvian families that were interviewed in 1985 and 1994 and on the analysis of sixteen countries' cross-sectional data sets obtained from sample surveys in those countries.Poverty, Income, Consumption & Saving, Education, intergenerational transmission of poverty (ITP), intergenerational transmission of poverty, poverty and inequality, family background factors and poverty

Combining thematic and narrative analysis of qualitative interviews to understand children’s spatialities in Andhra Pradesh, India

One of the foremost questions for any researcher setting out on a qualitative study is which form of analysis to use. There are a diverse range of qualitative analytical methods, each offering different forms of insight. In this paper, we discuss our experience of combining two distinct but complementary analytic methods – thematic and narrative analysis. We provide a worked example that combines the two approaches to analyse secondary data from the Young Lives study (see www.younglives.org.uk), in a project carried out as part of the ESRC National Centre for Research Methods Node, NOVELLA (Narratives of Varied Everyday Lives and Linked Approaches, see www.novella.ac.uk). We reflect on the challenges and benefits that result from our combined approach, aiming to illuminate the ways in which the integration of narrative and thematic analysis can support and enrich understanding of a complex dataset