12,951 research outputs found

    The imperial war museum’s social interpretation project

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    This report represents the output from research undertaken by University of Salford and MTM London as part of the joint Digital R&D Fund for Arts and Culture, operated by Nesta, Arts Council England and the AHRC. University of Salford and MTM London received funding from the programme to act as researchers on the Social Interpretation (SI) project, which was led by the Imperial War Museum (IWM) and their technical partners, The Centre for Digital Humanities, University College London, Knowledge Integration, and Gooii. The project was carried out between October 2011 and October 2012

    Production of pace as collaborative activity

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    In this paper we investigate the concept of pace development and management among groups of people. We explore and compare groups visiting museums, and groups virtually co-located in a mixed reality system for a museum. In considering pace, and how to design to support it, we have to consider more than the speed or location of information display. We have to also take into consideration the social formation of pace through features such as the visitors' awareness of each other's location and attention. By considering aspects of collaboratively produced pace such as presenting engagement and disengagement, we offer suggestions as to how social handling of pace might be better supported by technology

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

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    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

    Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

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    Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture

    ‘Engage the World’: examining conflicts of engagement in public museums

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    Public engagement has become a central theme in the mission statements of many cultural institutions, and in scholarly research into museums and heritage. Engagement has emerged as the go-to-it-word for generating, improving or repairing relations between museums and society at large. But engagement is frequently an unexamined term that might embed assumptions and ignore power relationships. This article describes and examines the implications of conflicting and misleading uses of ‘engagement’ in relation to institutional dealings with contested questions about culture and heritage. It considers the development of an exhibition on the Dead Sea Scrolls by the Royal Ontario Museum, Toronto in 2009 within the new institutional goal to ‘Engage the World’. The chapter analyses the motivations, processes and decisions deployed by management and staff to ‘Engage the World’, and the degree to which the museum was able to re-think its strategies of public engagement, especially in relation to subjects,issues and publics that were more controversial in nature

    The Role of Sculpture in Communicating Archaeology in Museums

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    In this article I discuss an innovative museum strategy that aims to create a more evocative and engaging visitor experience. I argue that the inclusion of contemporary art, and specifically sculpture in exhibition design, activates visitor agency, empowering the public to take part in interpreting the human past. I explore the unique sensory engagement sculpture provides and the important role this can play for the public presentation of archaeology. I also examine an existing project that has called upon sculpture as an interpretive resource at the National Museum of Scotland, discussing its impact on visitors and its contribution to the discipline. I conclude with a discussion of a selection of living sculptors including Rachel Whiteread and Antony Gormley whose work, I argue, signals exciting opportunities for future artist-curator collaboration. By considering both current examples and future possibilities, this article builds a case for sculpture as an important and dynamic tool for the public understanding of archaeology in museums

    Characteristics of pervasive learning environments in museum contexts

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    There is no appropriate learning model for pervasive learning environments (PLEs), and museums maintain authenticity at the cost of unmarked information. To address these problems, we present the LieksaMyst PLE developed for Pielinen Museum and we derive a set of characteristics that an effective PLE should meet and which form the basis of a new learning model currently under development. We discuss how the characteristics are addressed in LieksaMyst and present an evaluation of the game component of LieksaMyst. Results indicate that, while some usability issues remain to be resolved, the game was received well by the participants enabling them to immerse themselves in the story and to interact effectively with its virtual characters

    Keeping your audience : presenting a visitor engagement scale

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    Understanding visitors’ level of engagement with tourist attractions is vital for successful heritage management and marketing. This paper develops a scale to measure visitors’ level of engagement in tourist attractions. It also establishes a relationship between the drivers of engagement and level of engagement using Partial Least Square, whereby both formative and reflective scales are included. The structural model is tested with a sample of 625 visitors at Kelvingrove Museum in Glasgow, UK. The empirical validation of the conceptual model supports the research hypotheses. Whilst prior knowledge, recreational motivation and omnivore-univore cultural capital positively affect visitors’ level of engagement, there is no significant relationship between reflective motivation and level of engagement. These findings contribute to a better understanding of visitor engagement in tourist attractions. A series of managerial implications are also proposed
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