Augmented Reality in Informal Learning Settings

2017 ◽  
pp. 272-293 ◽  
Author(s):  
Eric G. Poitras ◽  
Jason M. Harley ◽  
Timothy Compeau ◽  
Kevin Kee ◽  
Susanne P. Lajoie
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Informal Learning ◽  
Case Studies ◽  
Learning Environments ◽  
Role Playing ◽  
Design Guidelines ◽  
Future Research ◽  
Heritage Sites ◽  
Important Challenge

Cultural heritage sites and museums are faced with an important challenge – how best to balance the needs of engaging visitors in meaningful and entertaining experiences, while at the same time exploiting the affordances of exhibits for instructional purposes. In this chapter, we examine the use of augmented reality in the context of informal learning environments, and how this type of technology can be used as a means to enhance learning about history. The research case studies are reviewed in terms of the use of historical locations, experience mechanics, narrative/plot, and role-playing (the later two representing game-based elements) in the design guidelines of instructional activities and applications (Dunleavy & Dede, 2014). In doing so, we critique the theoretical, methodological, and instructional underpinnings of studies that evaluate augmented reality applications and draw several recommendations for future research in this field.

Augmented Reality in Informal Learning Settings

2018 ◽  
pp. 804-825
Author(s):  
Eric G. Poitras ◽  
Jason M. Harley ◽  
Timothy Compeau ◽  
Kevin Kee ◽  
Susanne P. Lajoie
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Informal Learning ◽  
Case Studies ◽  
Learning Environments ◽  
Role Playing ◽  
Design Guidelines ◽  
Future Research ◽  
Heritage Sites ◽  
Important Challenge

Cultural heritage sites and museums are faced with an important challenge – how best to balance the needs of engaging visitors in meaningful and entertaining experiences, while at the same time exploiting the affordances of exhibits for instructional purposes. In this chapter, we examine the use of augmented reality in the context of informal learning environments, and how this type of technology can be used as a means to enhance learning about history. The research case studies are reviewed in terms of the use of historical locations, experience mechanics, narrative/plot, and role-playing (the later two representing game-based elements) in the design guidelines of instructional activities and applications (Dunleavy & Dede, 2014). In doing so, we critique the theoretical, methodological, and instructional underpinnings of studies that evaluate augmented reality applications and draw several recommendations for future research in this field.

The Role of Augmented Reality for Experience-Influenced Environments: The Case of Cultural Heritage Tourism in Korea

2017 ◽  
Vol 57 (5) ◽  
pp. 627-643 ◽  
Author(s):  
Namho Chung ◽  
Hyunae Lee ◽  
Jin-Young Kim ◽  
Chulmo Koo
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Behavioral Intentions ◽  
Aesthetic Experience ◽  
Reasoned Action ◽  
Future Research ◽  
Causal Mechanism ◽  
Heritage Sites ◽  
Acceptance Model ◽  
The Impact

In cultural heritage sites around the globe, augmented reality (AR) is being utilized as a tool to provide visitors with better experiences while preserving the integrity of the sites. However, little research has examined the impact of AR on customers’ attitudes and behavioral intentions toward the sites. By integrating the post-acceptance model of information systems (IS) continuance, balance theory, and the theory of reasoned action (TRA), we investigate the causal mechanism underlying consumers’ beliefs about AR (perceived advantage, aesthetic experience, and perceived enjoyment) and AR satisfaction in conjunction with the attitudes and behavioral intentions toward the destination. The results show that the perceived advantage and aesthetics of AR influence AR satisfaction. In turn, AR satisfaction affects behavioral intentions toward the heritage destination, indirectly via the attitude toward the destination through AR. Based on these findings, we present theoretical and practical implications as well as suggestions for future research.

Firm size and workplace learning processes: a study of the restaurant sector

2020 ◽  
Vol 44 (2/3) ◽  
pp. 305-320
Author(s):  
Daniel Bishop
Keyword(s):  
Informal Learning ◽  
Human Resource Development ◽  
Learning Environments ◽  
Workplace Learning ◽  
Firm Size ◽  
Learning Processes ◽  
Future Research ◽  
Structured Learning ◽  
Individual Choice ◽  
Content Type

Purpose The purpose of this paper asks how workplace learning environments change as firm size increases, and how employees respond to this. In doing so, it looks beyond an exclusive focus on formal training and incorporates more informal, work-based learning processes. Design/methodology/approach The study uses a comparative, qualitative research design, using semi-structured interviews with an under-researched group of workers – waiting for staff in restaurants. The data were collected from six restaurants of different sizes. Findings As formally instituted human resource development (HRD) structures expand as firm size increases are more extensive in larger firms, this leaves less room for individual choice and agency in shaping the learning process. This does not inevitably constrain or enhance workplace learning, and can be experienced either negatively or positively by employees, depending on their previous working and learning experiences. Research limitations/implications Future research on HRD and workplace learning should acknowledge both formal and informal learning processes and the interaction between them – particularly in small and growing firms. Insights are drawn from the sociomaterial perspective help the authors to conceptualise this formality and informality. Research is needed in a wider range of sectors. Practical implications There are implications for managers in small, growing firms, in terms of how they maintain space for informal learning as formal HRD structures expand, and how they support learners who may struggle in less structured learning environments. Originality/value The paper extends current understanding of how the workplace learning environment – beyond a narrow focus on “training” – changes as firm size increases.

scholarly journals Community engagement in developing urban design guidance for heritage sites: The case of Bursa, Turkey

Urbani izziv ◽  
2019 ◽  
Vol 2 (30) ◽  
pp. 70-84
Author(s):  
Sibel Polat ◽  
H. Özge Tümer Yıldız
Keyword(s):  
Cultural Heritage ◽  
Community Engagement ◽  
Urban Design ◽  
Design Guidelines ◽  
Guidance System ◽  
Rapid Urbanization ◽  
Heritage Sites ◽  
Heritage Site ◽  
Design Guidance

In recent years, central and local governments have carried out studies to establish a legal administrative infrastructure for urban design and to develop urban design guidance to preserve the identity of historic cities under the pressure of rapid urbanization in Turkey. The main aim of this article is to explain how we implemented a participatory urban design guidance (PUrDeG) model for cultural heritage sites, which was developed as part of a research project. We explain how we used various techniques to engage various actors in preparing urban design guidelines for a cultural heritage site. In addition, the article discusses the importance of community engagement techniques and processes in developing urban design guidance, and the context of guidelines for sustainable conservation of cultural heritage sites with examples from the United Kingdom and Turkey. It then presents a case study conducted in the Hanlar District, a Unesco world heritage site in Bursa, Turkey. The case study includes research on planning decisions, site analysis, a survey of urban residents, in depth interviews with local artisans, and an urban design workshop with various actors. The main outcomes of this study include a presentation of how to use various community engagement techniques to prepare urban design guidelines for cultural heritage sites in Turkey, an urban design guidance system for Bursa, and a list of recommendations related to urban design guidelines for the Hanlar District and Bursa in the light of UK experience.

(Re)Engineering Cultural Heritage Contexts using Creative Human Computer Interaction Techniques and Mixed Reality Methodologies

2014 ◽  
pp. 441-451
Author(s):  
Carl Smith
Keyword(s):  
Augmented Reality ◽  
Human Computer Interaction ◽  
Cultural Heritage ◽  
Mixed Reality ◽  
Design Guidelines ◽  
Virtual Space ◽  
Interaction Patterns ◽  
Interaction Techniques ◽  
Current State ◽  
Computer Interaction

The contribution of this research is to argue that truly creative patterns for interaction within cultural heritage contexts must create situations and concepts that could not have been realised without the intervention of those interaction patterns. New forms of human-computer interaction and therefore new tools for navigation must be designed that unite the strengths, features, and possibilities of both the physical and the virtual space. The human-computer interaction techniques and mixed reality methodologies formulated during this research are intended to enhance spatial cognition while implicitly improving pattern recognition. This research reports on the current state of location-based technology including Mobile Augmented Reality (MAR) and GPS. The focus is on its application for use within cultural heritage as an educational and outreach tool. The key questions and areas to be investigated include: What are the requirements for effective digital intervention within the cultural heritage sector? What are the affordances of mixed and augmented reality? What mobile technology is currently being utilised to explore cultural heritage? What are the key projects? Finally, through a series of case studies designed and implemented by the author, some broad design guidelines are outlined. The chapter concludes with an overview of the main issues to consider when (re)engineering cultural heritage contexts.

The Use of Virtual Reality and Augmented Reality in Cultural Heritage and Deep-Diving Destinations

2022 ◽  
pp. 138-160
Author(s):  
Nihan Garipağaoğlu-Uğur ◽  
Orhan Akova
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Cultural Heritage ◽  
Sustainable Tourism ◽  
Underwater Cultural Heritage ◽  
Sustainable Tourism Development ◽  
Heritage Sites ◽  
Deep Diving ◽  
Heritage Site ◽  
Recreational Diving

Underwater cultural heritage and deep diving are important attractions for tourism. Using cutting-edge technology tools for cultural heritage became more important for tourism destinations. The purpose of this chapter is to evaluate the use of virtual reality (VR) and augmented reality (AR) in tourism from the perspective of cultural heritage and deep diving. This chapter will contribute to the literature to show a new way of sustainable tourism. Commercial diving to an underwater heritage site a is popular touristic activity. Sometimes shipwreck recovery can be hazardous for cultural heritage. The review results indicate that these underwater cultural heritage sites need to be protected for sustainable tourism development. Virtual tours contribute to the sustainability of cultural heritage. On the other hand, treasure hunting trips and recreational diving may cause damage to the archaeological sites. Underwater cultural heritage sites should be protected for sustainable tourism. VR and AR applications can be used to promote a touristic destination by tourism marketers for experimental marketing.

Finding a Path Forward for Integrating Augmented Reality Into K-12 Classrooms

2021 ◽  
pp. 1-33
Author(s):  
Marybeth Green ◽  
Linda Challoo ◽  
Mehrube Mehrubeoglu
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Problem Based Learning ◽  
Future Research ◽  
Content Areas ◽  
Grade Levels ◽  
Diverse Learning ◽  
The Right ◽  
K 12 ◽  
Samr Model

The potential of augmented reality (AR) as a transformational tool has long been touted in academic circles. However, in order for AR to attain this goal, we must seriously examine previous research to determine if we are on the right path. This study examined 87 AR research studies situated in K-12 environments to determine what grade levels were involved, where the research being done was what content areas were involved, what kinds of triggers were used, and what learning environments were created through the use of AR. This research found that the majority of studies were situated in elementary contexts in science and math. Diverse learning environments were found including inquiry, problem-based learning, visualization, and gamification. Based on these findings, suggestions were made for future research including more research on students creating AR experiences, broadening the grade levels and content areas that are involved, and aiming future AR projects at the transformational level of the SAMR model.

Expanded Cultural Heritage Representation

2017 ◽  
pp. 256-287 ◽  
Author(s):  
Alessandra Meschini ◽  
Daniele Rossi ◽  
Enrica Petrucci ◽  
Filippo Sicuranza
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Case Studies ◽  
Technological Innovations ◽  
Educational Approach ◽  
Augmented Virtuality ◽  
Real Objects ◽  
The City ◽  
Different Levels

The purpose of this chapter is to investigate some of the opportunities offered by technological innovations, in particular referring the specific application areas of Augmented Reality and Augmented Virtuality. The contribution presents a series of applications based on effective tests of innovative communication, which are characterized by different levels of interactivity and immersion. The general subject of interest is the city of Ascoli Piceno considering both the city as a whole and particular places/buildings of value (case studies). The central aim is to construct an informational/educational approach to real objects in innovative terms, experimenting each time with the most useful ‘container' (communicational product) to enable the best knowledge of a determined heritage.

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