AR Enhances Learning at Cultural Sites
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This document discusses research into using augmented reality (AR) to enhance the learning experience for school children visiting cultural heritage sites. It presents research on a project using an AR application at a small UK Jewish museum. Focus groups with 19 schoolchildren aged 7-8 found that the AR experience created feelings of enjoyment and excitement. The AR elevated interest in learning by bringing artefacts and stories to life. The research aims to investigate how AR can provide an innovative learning tool and enhance visitor experiences at cultural heritage sites. It analyzes the results through the framework of Kolb's experiential learning cycle. The research provides evidence that AR can re-energize museum visits and encourage return visits, contributing to sustainability.
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AR Enhances Learning at Cultural Sites
- 1. ENTER 2017 Research Track Slide Number 1 Augmented Reality to enhance the Learning Experience in Cultural Heritage Tourism: An Experiential Learning Cycle Perspective Natasha Moorhouse, Dr. Timothy Jung, Dr. Mandy tom Dieck Manchester Metropolitan University, UK Natasha.moorhouse@stu.mmu.ac.uk http://www.mmu.ac.uk
- 2. ENTER 2017 Research Track Slide Number 2 Research Background • Manchester Jewish Museum AR project as part of National Heritage Lottery Fund. • Museum aiming to attract new and existing markets by offering a revitalised visitor experience through AR integration. • A key motivator for AR in museums is to enrich the way objects and artefacts are encountered (Charitonos et al., 2012); without interrupting the physical space (Tesoriero et al., 2014). • Integrating AR technologies has the power to transform the visitor experience by creating valuable experiences.
- 3. ENTER 2017 Research Track Slide Number 3 Learning in Cultural Heritage Tourism • Cultural heritage sites are a crucial aspect of education (Schuck, 2012). • Ideal environment to encourage creativity and innovation. • Increased engagement, collaborative learning, self-exploration and self- directed learning (Henderson and Atencio, 2007). • Cultural heritage sites rely on innovative technologies as a ‘guarantee’ in offering a valuable visitor experience (Pallud and Monod, 2010), and increased competitiveness for the site (Neuhofer et al., 2015). • Limited information available in Manchester Jewish Museum without the use of AR.
- 4. ENTER 2017 Research Track Slide Number 4 Experiential Learning “the process whereby knowledge is created through the transformation of experience” (Kolb, 1984) •Experiential learning is considered the most effective learning style (Stewart, 2014); – As it involves learning through experience, movement and stimulation of senses through human and object interaction. •The learning experience should be primarily activity based and enjoyable to encourage motivation and concentration (Henderson and Atencio, 2007; Bond, 2014).
- 5. ENTER 2017 Research Track Slide Number 5 AR as a Learning Tool • Integrating new technologies into the learning process is an innovative approach to learning (Galloway et al., 2014). • AR increases attractiveness of teaching and learning (Kesim and Ozarslan, 2012). • 2D/3D graphics engage the user by providing a new way of learning and discovering – ‘bringing to life’ objects and artefacts (Wu et al., 2013).
- 6. ENTER 2017 Research Track Slide Number 6 Identified Research Problem • Limited research exploring the effectiveness of AR as an innovative learning tool in this specific context. • Museums are hesitant to invest due to development costs and funding resources (Lee, 2012). • As well as limited empirical evidence exploring the power of AR to enhance the learning experience. • Limited research adopting Kolbs (1984) Experiential Learning Cycle in the context of AR as a learning tool for school children in cultural heritage tourism.
- 7. ENTER 2017 Research Track Slide Number 7 Research Aims: • Investigate the potential of mobile-enabled AR applications to: – provide an innovative learning tool for school children at cultural heritage tourism sites; – enhance the visitor experience; – contribute to the sustainability of the museum.
- 8. ENTER 2017 Research Track Slide Number 8 Kolb’s (1984) Experiential Learning Cycle Processing Continuum ContinuumPerception
- 9. ENTER 2017 Research Track Slide Number 9 Methodology •Tested using iPads. •3 focus groups with 19 local school children aged 7-8 years. •Thematic analysis. • Small UK Jewish Museum: – Target market = 75% school children. • AR application contained 4 areas of exploration.
- 10. ENTER 2017 Research Track Slide Number 10 Findings Concrete Experience •Exploration of participants feelings towards the experience: • AR elevated the experience creating feelings of enjoyment and excitement. • Majority enjoyed being challenged by discovering AR points, and quiz, as it delivered a sense of personal achievement. • Extent of challenge incurred during AR experience determined level of enjoyment & overall perception to using AR devices.
- 11. ENTER 2017 Research Track Slide Number 11 Findings Reflective Observation •Exploration of the response to using the AR application to learn in the museum. • 2D/3D avatars where the experience highlight. • 3D avatars enticed participants and elevated interest in learning; • “ I enjoyed watching the 3D man talk to us [about the artefacts] because he kept me interested”. • Uncovering hidden stories developed sense of enjoyment and excitement to learning experience; • “I enjoyed the augmented experience where we got to see and hear about what happened in the past in the museum”. • Recommendations: Jewish game.
- 12. ENTER 2017 Research Track Slide Number 12 Findings Abstract Conceptualisation • Emotional response to using AR as a learning tool. • New knowledge & skills acquired as a result of using AR application to explore museum; • “I liked the quiz because then you get to know how much you know about the Jewish religion…I enjoyed it because I felt like I had learned something new”. • Limited information availability without AR device.
- 13. ENTER 2017 Research Track Slide Number 13 Findings Active Experimentation •Investigation of future intention and desirability to repeat experience, indicating a continuation of the cycle. •Increased learning and experience satisfaction – participants learned more as a result of using AR, as reiterated knowledge derived from AR graphics. •Future intention and desire to re-visit museum specifically to repeat AR experience; – As well as gain deeper knowledge of the museum. •Likewise, a keen interest and motivation to visit similar cultural sites offering similar experience. – Thus, indicating a continuation of the learning cycle, and the potential of new experiences to be obtained.
- 14. ENTER 2017 Research Track Slide Number 14 Results • The adopted framework assisted in the analysis of participants approach towards AR experience, and emotions felt towards AR experience. • AR provides the ideal platform to provide an innovative, enhanced learning experience in diverse environments; opening up a plethora of learning opportunities and new experiences to be explored. • The present study provides empirical evidence of the power of AR in re-energising the visitor experience at cultural heritage sites; • and highlights the need for innovativeness cultural heritage tourism. • AR integration evidently entices visitors to re-visit the museum which contributes to the sustainability of the museum.
- 15. ENTER 2017 Research Track Slide Number 15 Limitations and Further Research • Difficult to generalize results. • Further research needed at various cultural heritage sites to compare and generalise findings. • Further investigation into the potential of mixed realities (AR and VR) to enhance the learning experience at cultural heritage sites for school children. • This is due to the rising popularity of AR and VR in the tourism context. • Further research needed to utilize Kolb’s (1984) Experiential Learning Cycle to assess the effectiveness of emergent technologies i.e. VR as a learning tool in various learning environments. • Extend the model to suit AR.
- 16. ENTER 2017 Research Track Slide Number 16 References • Bond, E. (2014). Childhood, mobile technologies and everyday experiences: changing technologies = changing childhoods? Hampshire, Palgrave Macmillan. • Charitonos, K. Blake, C. Scanlon, E. & Jones, A. (2012). Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience? British Journal of Educational Technology 43(5): 802-819. • Galloway, J. John, M. & McTaggart, M. (2014). Learning with mobile and handheld technologies in the classroom, New York, Routledge. • Henderson, T.Z. & Atencio, D.J. (2007). Integration of play, learning, and experience: What museums afford young visitors. Early Childhood Education 35: 245-251. • Hooper-Greenhill, E., Dodd, J., Moussori, T., Jones, C., Pickford, C. et al. (2003). Measuring the Outcomes and Impact of Learning in Museums, archives and Libraries, Research centre for Museum and Galleries, University of Leicester, 1-24. • Kolb, D.A. (1984). Experiential Learning: Experience as the source of learning and development. New Jersey: Pearson Education. • Lee, K. (2012). Augmented Reality in Education and Training. Tech Trends 56(2): 13-21. • Neuhofer, B. Buhalis, D. & Ladkin, A. (2015). Smart technologies for personalized experiences: a case study in the hospitality domain. Electron Markets 25: 243-254. • Pallud, J. & Monod, E. (2010). User experience of museum technologies: the phenomenological scales. European Journal of Information Systems 19: 562-580. • Stewart, N. (2014) Active Learning. In H. Moylett (Ed). Characteristics of effective early learning: helping young children become learners for life. Maidenhead: Open University Press. • Tesoriero, R. Gullard, J.A. & Lozano, M. (2014). Enhancing visitors’ experience in art museums using mobile technologies. Inf Syst Front 16: 303-327.
Editor's Notes
- The study was conducted at Manchester Jewish Museum, which had received funding from the National Heritage Lottery Fund in order to enhance the visitor experience and further contribute to the sustainability of the museum. The AR application was developed and tested, and hopefully the museum will receive further funding, where the AR application will be developed further and integrated into the museum follow expansion of the museum premises. Previous research found that AR tends to be integrated into museums to enrich the way objects and artefacts are encountered without disrupting the physical space. Which is found particularly relevant to the Jewish Museum as limited information is available without the use of AR. And as the majority target market is school children, the learning experience is not very engaging and interactive, hence the current project which aims to explore the potential of AR in creating a more interactive and engaging learning experience for the school children through AR integration.
- The term experiential learning refers to learning by experience, by interacting with objects and the people around, and is considered the most effective learning style, as it involves movement and involvement of multiple senses and emotions, which has a long-lasting impression on the visitor. This was found particularly relevant due to new experience that AR provides. By interacting with the experience, the senses are naturally stimulated which leads to a more engaging and memorable learning experience. Hence, why experiential learning is considered the most effective learning style. Learning through experience that involves movement and stimulation of multiple senses with people & objects is the most effective learning style. The learning experience should be eagerly anticipated, as opposed to being viewed as a monotonous task. AR increases the attractiveness and effectiveness of teaching and learning.
- The term experiential learning refers to learning by experience, by interacting with objects and the people around, and is considered the most effective learning style, as it involves movement and involvement of multiple senses and emotions, which has a long-lasting impression on the visitor. This was found particularly relevant due to new experience that AR provides. By interacting with the experience, the senses are naturally stimulated which leads to a more engaging, meaningful and memorable learning experience. Hence, why experiential learning is considered the most effective learning style. Learning through experience that involves movement and stimulation of multiple senses with people & objects is the most effective learning style. The learning experience should be eagerly anticipated, as opposed to being viewed as a monotonous task. AR increases the attractiveness and effectiveness of teaching and learning. 2D/3D graphics engage the user by providing a new way of learning and discovering – ‘bringing to life’ objects and artefacts.
- AR is becoming recognised as a powerful tool to increase engagement and assist students in developing additional skills for the future
- The aim of the study was to investigate the potential of mobile-enabled AR applications in the context of cultural heritage tourism. The particular focus was on using AR to enhance the learning experience in a museum. This was because the museum under study needed new ways to engage students in learning at the museum, by making the experience more interactive and entertaining. Although the focus of the study was on learning and school children, the application is suited to the wider target market that the museum attracts, and has the potential to enhance the overall visitor experience for a wider demographic. By providing a more engaging experience, this will hopefully attract new and existing markets, which will contribute to the sustainability of the museum.
- Kolb’s Experiential learning cycle was employed due to its emphasis on the experience as the central role in the learning process. And the cycle has been found useful in developing more appropriate learning opportunities than those typically available. As relatively new forms of technology, it is important to understand the practical applications of AR in order to encourage adoption in this specific context. The continuous cycle consists of two processing continuums, whereby reflective observation and active experimentation explores how people approach a task. And concrete experience and abstract conceptualization indicates the emotional response towards the task. Reflective observation and active experimentation is a processing continuum on how people approach a task. Concrete experience and abstract conceptualization is a perception continuum, and indicates the emotional response, toward the task.
- The study was conducted in a small jewish museum in the UK with a majority target market of school children. The AR application was purposely designed to offer seamless ease of use for the children, and was installed on iPads provided by the museum. Upon opening the application four areas where available for exploration; Museum information, camera access for the AR experience, museum map and navigation to locate the points of interest, and an interactive quiz to test the knowledge acquired following the experience. Overall, there where ten points of interest to be discovered through AR, using a variety of object and QR code recognition. The user was then able to check areas they had visited through AR via the list of hotspots in the navigation area. The participants where allocated time to explore the museum and focus groups followed to explore the overall response to the AR experience and usability of the application, and the transferable knowledge and skills gained as a result of using the application, in relation to Kolbs Experiential Learning Cycle. Thematic analysis was employed to identify, analyse and report themes emerging from the data set, in relation to the four main aspects of Kolbs Experiential Learning cycle. This particular method of analysis was perceived most useful as by organising the data into categorical clusters, it allows for the identification of reoccurring themes within the data set, which can then be used to describe the phenomenon under study. Former synagogue displaying a historical collection of Jewish objects & artefacts; 4 areas of exploration: museum information; camera access for AR experience; museum map and navigation; interactive quiz to test acquired knowledge.
- The concrete experience explores peoples feelings towards the experience. The results revealed that the AR aspect of the application drastically enhanced the learning experience, making it more enjoyable and exciting. The children where excited to learn more and uncover additional hidden stories through the application, and the majority enjoyed being challenged by locating the points of interest and the quiz at the end. It was found that the extent of challenge and enjoyment of being challenged was dependent by each individual, which further influenced their overall perception of using the AR device.
- Reflective observation explored the response to using the AR application to learn in the museum. In terms of reflective observation, the 2D and 3D avatars where thoroughly enjoyed and found to increase engage and the interest in learning about the museums objects and artefacts. Uncovering hidden stories developed excitement and enjoyment towards learning.
- It was also found that the majority of new knowledge acquired was as a result of completing the quiz, although certain participants felt it was too challenging to complete the quiz at the end, and would prefer to complete the quiz during the experience.
- Overall, all participants confirmed future intention and desire to visit the museum again specifically to use the AR application, as well as other museums that offer a similar experience. In relation to the cycle, the desire to and intention to gain deeper knowledge and obtain new experiences indicates a continuation of the learning cycle, as indicated by Kolb.
- 3. Understanding the emotional response to AR is crucial as this determines visitor perception, attitude and acceptance of such technologies. 4. Positive emotional response triggers continuous use and recommendation, thus, providing organisations with firm evidence to confidently invest in AR technologies. AR integration evidently entices visitors to re-visit the museum which contributes to the sustainability of the museum. The present study provides empirical evidence of the power of AR in re-energising the learning experience at cultural heritage sites, and highlights the need for innovativeness in cultural heritage tourism.
- Limited number of experiments, focus groups and participant number makes it difficult to generalize the findings to a wider population. A small UK museum was used, therefore, further research is needed at various cultural heritage sites throughout the UK to compare findings and allow for generalisability of results. Similarly, select an alternative target market, comparing findings. Further investigation into the potential of mixed realities (AR and VR) to enhance the learning experience at cultural heritage sites for school children. This is due to the rising popularity of AR and VR in the tourism context.