Development of a Virtual Museum Including a 4d Presentation
Of Building History in Virtual Reality

Kersten, Thomas P.; Tschirschwitz, Felix; Deggim, Simon

doi:10.5194/isprs-archives-xlii-2-w3-361-2017

Cited by 93 publications

(56 citation statements)

References 6 publications

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“…For example, museums such as the Louvre, the Guggenheim (NYC), and the British Museum, among others, provide 3D tours of temporary and permanent shows on their websites. The University of Hamburg developed a virtual replica of Alt-Segeberg Bürgerhaus museum that enables people to visit the museum by using a virtual reality headset remotely, which aims to provide a more "real" experience that includes body movements in the tour (Kersten et al, 2017). Finally, the Google Art Project (GAP) is an ambitious long-term venture that aims to digitize at the highest possible resolution museum collections from all over the world.…”

Section: Introductionmentioning

confidence: 99%

Viewing Art in Different Contexts

et al. 2020

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While aesthetic experiences are not limited to any particular context, their sensorial, cognitive and behavioral properties can be profoundly affected by the circumstances in which they occur. Given the ubiquitous nature of contextual effects in nearly all aspects of behavior, investigations aimed at delineating the context-dependent and contextindependent aspects of aesthetic experience and engagement with aesthetic objects in a diverse range of settings are important in empirical aesthetics. Here, we analyze the viewing behavior of visitors (N = 19) freely viewing 15 paintings in the 20th-century Australian collection room at the Art Gallery of New South Wales. In particular, we focus on how aspects of viewing behavior including viewing distance in the gallery condition and eye gaze measures such as fixation count, total fixation duration and average fixation duration are affected by the artworks' physical characteristics including size and image statistics properties such as Fourier amplitude spectrum, fractal dimension and entropy. In addition, the same artworks were viewed in the laboratory, either scaled to fit most of the screen (N = 22) or to preserve their relative size as in the museum condition (N = 17) to assess the robustness of these relationships across different presentation contexts. We find that the effects of presentation context are modulated by the artworks' physical characteristics.

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Section: Introductionmentioning

confidence: 99%

Viewing Art in Different Contexts

et al. 2020

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“…The "Alt-Segeberger Burgerhaus" virtual museum application allows computer based exploration of the exhibits. Using HTC Vive Virtual Reality System, users can immerse into the virtual 3D museum [36]. Users can also build and display their own collections in the Tech Virtual museum by Second life (www.thetechvirtual.org).…”

Section: Motivation and Engagementmentioning

confidence: 99%

Game-Based Learning in Museums—Cultural Heritage Applications

Ćosović

Brkić

2019

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As traditional museums migrate to the virtual world, they offer wider access to the exhibit collections but often fail to present content of those collections in more engaging way. Game-based learning is one of the solutions to mitigate this inevitable transition and support active learning in the process. It is increasingly gaining interest from the cultural heritage scientific community for the purpose of promoting cultural heritage, raising awareness of its importance and motivating users to visit cultural institutions such as museums more often. There are numerous examples of serious games that are based on or contain heritage content. Tangible cultural heritage is more represented in the virtual worlds and mainly based on applications of 3D technology. Recently, intangible cultural heritage is gaining more visibility within cultural heritage scope as a domain in which game-based learning could assist in its preservation. This paper attempts to address pros and cons of game-based learning in general and reflect on the choices of using serious games in the museum environment.

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“…Therefore the real experience is by seeing or experiencing directly what will be learned. By using virtual reality media is expected able to realize it (Kersten, Tschirschwitz, & Deggim, 2017).…”

Section: Virtual Museum Application Of Learning Historymentioning

confidence: 99%

Virtual Museum : A Learning Material Of Indonesia National History

Wang

2017

IJMMU

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The technology role of educational level nowadays rapidly grows, simultaneously it facilitates a learning process, especially in learning history. The students mind set is still on short term memory that affect the learning process are getting conservative and monotonous as well as do not have an experience. Virtual museum is one of the learning material forms referring to the indirect experience, based on Edgar Dale. The study applies qualitative research technique, the data uses in-depth interview to three group respondents consist of two History Education Department lectures of Sriwijaya University, 15 History Education Department students and three stakeholders. Based on the research findings, they are gotten by using virtual museum, the students are able to get the indirect experience on learning process focused in Indonesia National History. Therefore, it is expected able to become one of virtual museum development materials.

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Development of a Virtual Museum Including a 4d Presentation Of Building History in Virtual Reality

Cited by 93 publications

References 6 publications

Viewing Art in Different Contexts

Viewing Art in Different Contexts

Game-Based Learning in Museums—Cultural Heritage Applications

Virtual Museum : A Learning Material Of Indonesia National History

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