Gaming Versus Storytelling: Understanding Children’s Interactive Experiences in a Museum Setting

Radeta, Marko; Cesário, Vanessa; Matos, Sónia; Nisi, Valentina

doi:10.1007/978-3-319-71027-3_14

Cited by 13 publications

(9 citation statements)

References 29 publications

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“…In a follow-up work, “physiological synchcrony” was combined with EDA features to estimate the engagement between presenters and their audience (Gashi et al, 2019 ). Similarly, Radeta et al ( 2017 ) used EDA measurements to compare two interactive learning experiences for children: a mobile game and animated storytelling. The authors were able to quantify and link learning for both experiences to EDA peaks.…”

Section: Related Workmentioning

confidence: 99%

Keep Calm and Do Not Carry-Forward: Toward Sensor-Data Driven AI Agent to Enhance Human Learning

Sharma

Lee-Cultura

Giannakos

2022

Front. Artif. Intell.

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The integration of Multimodal Data (MMD) and embodied learning systems (such as Motion Based Educational Games, MBEG), can help learning researchers to better understand the synergy between students' interactions and their learning experiences. Unfolding the dynamics behind this important synergy can lead to the design of intelligent agents which leverage students' movements and support their learning. However, real-time use of student-generated MMD derived from their interactions with embodied learning systems (MBEG in our case) is challenging and remains under-explored due to its complexity (e.g., handle sensor-data and enable an AI agent to use them). To bridge this gap, we conducted an in-situ study where 40 children, aged 9–12, played MBEG on maths and language development. We automatically, unobtrusively, and continuously monitored students' experiences using eye-tracking glasses, physiological wristbands, and Kinect, during game-play. This allowed us to understand the different cognitive and physiological dimensions of students' progress (right/wrong responses) during the three different stages of the MBEG problem-solving processes, namely the “see-solve-move-respond” (S2MR) cycle. We introduce the novel Carry Forward Effect (CFE); a phenomenon occurring in such games, whereby students propagate, or “carry forward,” the cognitive and physiological effects derived from their MMD, to subsequent phases in the see-solve-move-respond cycle. By identifying moments when the Carry Forward Effect is congruent (or not) to students' learning performance, we uncover opportunities for feedback delivery to encourage or subdue the impact of the CFE. Our results demonstrate the importance of wristband and eye-tracking data as key indicators for prioritizing adaptive feedback to support students in MBEG and emphasize the significance of using MMD to support students' performance in real-time educational settings.

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Section: Related Workmentioning

confidence: 99%

Keep Calm and Do Not Carry-Forward: Toward Sensor-Data Driven AI Agent to Enhance Human Learning

Sharma

Lee-Cultura

Giannakos

2022

Front. Artif. Intell.

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“…Storytelling and game-based approaches fits museums goals as they promote joyful and exciting experiences [23,31,50]. Ludologists and narratologists tried to define the driving strategies and building blocks in digital games and interactive narratives [2,3,7,31,32,35,40,48,58].…”

Section: Playful Interaction In Museumsmentioning

confidence: 99%

“…Interactive storytelling has become a popular way to guide museum visitors, giving them a thread to follow in taking in the exhibits, helping with orientation and preventing them in getting lost [49]. Studying story-driven treasure-hunts in museums, Radeta et al [50] highlight how ubiquitous stories and games positively influence the level of excitement and engagement with the museum. Young teens (10-12 years old) were observed running through the corridors, excited by the activities, while paying attention to the feedback on the smartphone as well as the artefacts surrounding them [50].…”

Section: Story-based Approachesmentioning

confidence: 99%

“…Studying story-driven treasure-hunts in museums, Radeta et al [50] highlight how ubiquitous stories and games positively influence the level of excitement and engagement with the museum. Young teens (10-12 years old) were observed running through the corridors, excited by the activities, while paying attention to the feedback on the smartphone as well as the artefacts surrounding them [50]. The study of the Mystery in the Museum story-driven experience [11], designed for and evaluated with 15-16 years old teens, warns us against the dangers of designing for the success of the mobile app rather than the museum exhibition.…”

Section: Story-based Approachesmentioning

confidence: 99%

“…Competition in a digital museum tour can be a winning strategy when supporting positive interactions, sharing of knowledge and collaborations, letting visitors explore the museum carefully, learn about the exhibits, and progress through the experience without disrupting others' visit [53,54]. However, competition can promote unfair and careless behaviors, such as noise, running to get there first, and missing to appreciate the exhibits [43,50]. In summary, findings distilled from the related work discussed above, inspired and encouraged us to design for interactions that promote positive behaviors.…”

Section: Technology and Interaction In Museumsmentioning

confidence: 99%

See 2 more Smart Citations

Teenage Visitor Experience: Classification of Behavioral Dynamics in Museums

Cesário

Petrelli

Nisi

2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Teenagers' engagement in museums is much talked about but little research has been done to understand their behavior and inform design. Findings from co-design sessions with teenagers suggested they value games and stories when thinking about enjoyable museum tours. Informed by these findings and working with a natural history museum, we designed: a story-based tour (Turning Point) and a game-based tour (Haunted Encounters), informed by similar content. The two strategies were evaluated with 78 teenagers (15-19 years old) visiting the museum as part of an educational school trip. We assessed teenagers' personality in class; qualitative and quantitative data on their engagement, experience, and usability of the apps were collected at the museum. The triangulation of quantitative and qualitative data show personality traits mapping into different behaviors. We offer implications for the design of museum apps targeted to teenagers, a group known as difficult to reach.

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