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1 – 10 of over 9000Meng Wang and Miguel Baptista Nunes
This study aims to present a meta-analysis of the use of serious educational games in museums. The analysis is based on a critical literature review that maps educational roles of…
Abstract
Purpose
This study aims to present a meta-analysis of the use of serious educational games in museums. The analysis is based on a critical literature review that maps educational roles of museums against serious educational games used in support of those roles. The meta-analysis focuses on the specific context of informal learning in museums.
Design/methodology/approach
The research design presented in this study is based on a meta-analysis research design that consists of a critical literature review, a multi-matrix representation of findings of the literature review and a conceptual visualization of the multidisciplinary area of the usage of serious games in support of educational roles in museums.
Findings
Clear and detailed categorizations of educational roles and serious games types for informal learning are presented. These are followed by matching these educational roles with published reports of the use of serious games within museums. The study concludes with observations and a conceptual map of the design of serious games for museums.
Originality/value
This study presents the first meta-analysis of research in this emergent multidisciplinary field. It will help serious game designers, museum educators and educational practitioners to make decisions regarding the choice of game type, customization and content design to support informal learning in the specific context of museum educational activities.
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Tien-Yu Hsu, HsinYi Liang, Chuang-Kai Chiou and Judy C.R. Tseng
The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s…
Abstract
Purpose
The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s learning in an environment blending virtual game worlds and a museum’s physical space. The contextual model of learning (CML) was applied to consider the related influential factors affecting museum learning and to promote children’s continuous learning and revisit motivations.
Design/methodology/approach
CoboChild provides a thematic game-based learning environment to facilitate children’s interactions with exhibits and other visitors. A practical system has been implemented in the National Museum of Natural Science (NMNS), Taiwan. A questionnaire was used to examine whether CoboChild can effectively fulfill the CML and to evaluate the impacts on museum learning.
Findings
CoboChild effectively fulfilled the CML to facilitate children’s interactive experiences and re-visit motivations in the blended mobile game-based learning environment. Most children described the system as providing fruitful playfulness while improving their interpretations of exhibitions and learning experiences.
Practical implications
CoboChild considers the related contextual influences on the effective support of children’s learning in a museum, and builds a child-centered museum learning environment with highly integrated blended learning resources for children. CoboChild has been successfully operating in the NMNS since 2011.
Originality/value
This study developed a blended mobile game-based learning service to effectively support children’s learning in museum contexts. The related issues are shown to improve the design of blended museum learning services. This innovative approach can be applied to the design of other child-centered services for engaging children’s interactive experiences in museums.
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Tien-Yu Hsu, Fan-Ray Kuo, Hsin-Yi Liang and Min-Feng Lee
This paper aims to develop a curriculum-based virtual and physical mobile (CVPM) learning model, which integrates related physical and e-learning resources associated with…
Abstract
Purpose
This paper aims to develop a curriculum-based virtual and physical mobile (CVPM) learning model, which integrates related physical and e-learning resources associated with elementary school curricula and supports elementary education.
Design/methodology/approach
This model provides a highly participative and well-monitored environment with fruitful interactions among students, teachers and museum staff. A practical system was implemented in the National Museum of Natural Science in Taiwan.
Findings
The results show that the proposed model can effectively extend related learning resources to satisfy the requirements of elementary education. In addition, this model can engage students’ self-directed explorations through problem-solving learning content during the learning process.
Research limitations/implications
This learning model was implemented in a one-day theme-based learning activity. Generic learning outcomes and qualitative analysis were used to examine the students’ perceptions and the teachers’ feedback of this learning model, respectively.
Practical implications
The results show that both students and teachers highly appreciated this learning model. The model not only strengthens the connection between museum and elementary curricula but also enhances students’ perceptions and positive attitudes toward natural science courses. Finally, this study offers suggestions for future research.
Originality/value
This study develops a CVPM learning model which integrates elementary school courses to satisfy the requirements of elementary education and meet museums’ educational strategies for schools. The practical learning system and services have been successfully implemented and are widely available to elementary schools in Taiwan.
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This paper aims to propose an online and on-site cyclical learning model (OOCLM). It considers how combining digital applications can promote a museum’s virtuous learning cycle…
Abstract
Purpose
This paper aims to propose an online and on-site cyclical learning model (OOCLM). It considers how combining digital applications can promote a museum’s virtuous learning cycle between online and on-site spaces for children.
Design/methodology/approach
A practical cyclical learning service has been successfully implemented in a science museum in Taiwan. This provides a thematic game-based learning environment, allowing all the children to create their unique museum experiences before, during and after their visit. A questionnaire was developed to examine the children’s perceptions of the OOCLM to ascertain whether they were satisfied with the pre-visit, on-site visit and post-visit services offered.
Findings
The learning model considered the contextual factors that influence digital applications in museums. The digital and physical resources are well integrated, and the museum’s online and on-site services are linked to effectively promote children’s cyclical learning.
Practical implications
The results show that most of the children highly appreciated the learning model. The model presents an interactive learning environment for children’s cyclical learning and repeat visits.
Originality/value
The OOCLM considers the related contextual influences of digital applications in museum learning; it effectively bridges the museum’s online and on-site services to promote the museum’s virtuous learning cycle and long-term museum learning resource management. This study provides a benchmark example to develop sustainable cyclical learning services for target visitor groups and to motivate their long-term interaction with the museum.
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This study develops a universal game-based blended museum learning service (UGBMLS) to engage museum visitors of different ages and promote their return visits. This study aims to…
Abstract
Purpose
This study develops a universal game-based blended museum learning service (UGBMLS) to engage museum visitors of different ages and promote their return visits. This study aims to provide a single service with flexible learning content matching the diverse needs and preferences for different ages. The contextual influences are considered to promote participatory experiences and meaningful social interactions. An experiment is conducted herein to understand how visitors of different ages experience the museum's services as well as to address the design issues in aiming to satisfy the different age groups' needs.
Design/methodology/approach
A UGBMLS, which includes a real-world adventure game system with flexible learning content and various types of learning support, was provided for different age groups. To investigate how the visitors of different ages evaluate their experiences with the UGBMLS, a mixed-method study was conducted. In total, two questionnaires were employed to examine the visitors' museum experiences and subjective measurements of cognitive load. In addition, observation and group interviews were used to explain the quantitative results.
Findings
The results show that the UGBMLS can engage diverse visitors of different ages in museum visits and promote their revisit motivations. However, there are significant differences among different age groups. The design issues in seeking to satisfy the diverse needs of different age groups are noted.
Practical implications
This study provides a feasible and cost-effective approach to support diverse visitors of different ages learning in museums.
Originality/value
This study provides an effective solution for engaging diverse visitors of different ages with a unified service. The results can be used to better understand the needs of different age groups and to effectively improve their museum experiences, thereby boosting their motivation regarding return visits. This study provides a feasible and cost-effective approach to support diverse visitors' learning in museums.
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Tien‐Yu Hsu, Hao‐Ren Ke and Wei‐Pang Yang
The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous, context‐aware…
Abstract
Purpose
The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous, context‐aware, personalized learning for museums.
Design/methodology/approach
A unified knowledge base with multi‐layer reusable content structures serves as the kernel component to integrate content from exhibitions for education and collection in a museum. The How‐Net approach is adopted to build a unified natural and cultural ontology. The ontology functions as a common and sharable knowledge concept that denotes each knowledge element in the unified knowledge base, and associates each learner's learning context and usage with a content and usage profile respectively. Data mining algorithms, e.g. association mining and clustering, are applied to discover useful patterns for ubiquitous personalization from these content and usage profiles.
Findings
A pilot project based on the proposed framework has been successfully implemented in the Life Science Hall of the National Museum of Natural Science (NMNS), Taiwan, demonstrating the feasibility of this framework.
Originality/value
This study proposes a mobile learning framework that can be replicated in many museums. This framework improves learners' learning experiences with rich related content, and with ubiquitous, proactive and adaptive services. Museums can also benefit from implementing this framework through outreach services for educational, promoting and usability needs from combining mobile and Internet communication technologies and learning services.
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This study describes and explains the ways in which three urban cultural institutions/museums provide opportunities to students for learning in the social studies. Through…
Abstract
This study describes and explains the ways in which three urban cultural institutions/museums provide opportunities to students for learning in the social studies. Through interviews, observations, and a content analysis of museum-produced materials, I examine the opportunities for various audiences (elementary, middle, and high school students) to engage with, and utilize, museum resources to facilitate meaningful social studies learning. This article includes a discussion of state standards, field trips, and use of technology to engage social studies learners. This study has implications for both classroom and museum-based educators.
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Museum visits provide opportunities for students to learn content in engaging and interactive ways. In social studies, museums may be spaces where students can increase their…
Abstract
Museum visits provide opportunities for students to learn content in engaging and interactive ways. In social studies, museums may be spaces where students can increase their historical and civic understanding through exposure to artifacts and narratives unavailable in classrooms. Yet, research suggests teachers are insufficiently prepared to integrate museum visits into classroom curriculum effectively. In this project, the instructors of the two secondary social studies methods course sections organized a visit to a natural history museum. The instructors modeled pre- and post-visit lesson activities during class and provided a guide for pre-service teachers to complete during their museum visit. While pre-service teachers reported they better understood the importance of connecting museum visits to classroom curriculum, they also raised questions about how methods course faculty might introduce pre-service teachers to museum visits. This article discusses what was learned during the project, as well as approaches social studies methods course instructors might reflect upon when considering museum visits as a component of social studies teacher education.
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In 1870, after a decade of vigorous public debate over the economic importance of technical and scientific learning for the colony’s development, the Industrial and Technological…
Abstract
In 1870, after a decade of vigorous public debate over the economic importance of technical and scientific learning for the colony’s development, the Industrial and Technological Museum was established in the city of Melbourne ‘as a means of public instruction’ for the people of Victoria. Founded in February 1870 and officially opened on 8 September 1870, the new public museum occupied the building erected at the rear of the Public Library for the 1866 International Exhibition. The Industrial and Technological Museum, later the Science Museum and now part of Museum Victoria, was directed by J. Cosmo Newbery and managed by a sectional committee of the Public Library, Museums, and National Gallery of Victoria Trust, which Parliament had incorporated and enlarged in December 1869.
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To look at what lessons can be learned from six projects in the museum or, more accurately, cultural memory cluster.
Abstract
Purpose
To look at what lessons can be learned from six projects in the museum or, more accurately, cultural memory cluster.
Design/methodology/approach
The paper begins with a brief summary of the six projects in the museum or, more accurately, cultural memory cluster: Digital Egypt, Learning in Museums Using Resources (LEMUR), Rhynie Chert, Microfossils, Virtual Norfolk, Publications and Archives in Teaching with Online Information Systems (PATOIS). It then considers some of the possible lessons to be learned from the cluster, for strategic planners including JISC and also museums and partners.
Findings
The marked diversity of the projects reflected genuine diversity among the institutions and stakeholders involved, and point to a range of implications including the importance of standards. The paper points to museums’ potential contribution to digital learning arising from their sophisticated concepts about user behaviour, methods of enabling access and knowledge of repackaging resources for new audiences. Memory institutions’ typically long‐term agenda argues against short term project funding and superficial evaluations of value, such as simple usage statistics.
Originality/value
The paper presents valuable lessons for strategic planners learned from the cultural memory cluster.
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