How the Multimodal Media in Augmented Reality Affects Museum Learning Experience

Lin, Weijane; Lo, Wen-Ting; Yueh, Hsiu-Ping

doi:10.1109/apmar.2019.8709286

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…On the other hand, visitors achieve a state of flow in many different ways. Some rely on multimodal channels to enhance the sense of presence [ 44 , 46 ]. Others are attracted and fascinated by the exhibit theme [ 47 ], while still others are motivated by a sense of pilgrimage in visiting certain museums or heritage sites [ 27 , 48 , 49 ].…”

Section: Literature Reviewmentioning

confidence: 99%

“…The FSS consists of 36 items that measure nine constructs of flow experiences, as follows: the clarity of goals, challenge–skill balance, action–awareness merging, unambiguous feedback, complete concentration on task at hand, feeling of control, loss of self-conscuousness, transformation of time, and the autotelic experience. The questions were translated into Chinese with reference to the original descriptions of the constructs and items [ 44 ]. For example, one of the questions on participants’ clarity of goals was “I know exactly what I want to see/do in this exhibition.” To investigate the sense of control, the question “I feel like I have complete control over what I am doing” was used, and the question “I enjoyed myself and I am not worried about what people think of me” was used to investigate their autotelic experiences.…”

Section: Experiments Designmentioning

confidence: 99%

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Effects of learner control design in an AR-based exhibit on visitors’ museum learning

Lin

Yueh

2022

PLoS ONE

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This study shifts the focus away from demonstrating the existence of the effect toward understanding the mechanism by which the effect of AR operates in museum learning. By uncovering and describing the contingencies of AR from the perspectives of learner control, this study investigates how and when AR affects museum learning experiences, and to give insights into curation with AR. A between-subjects experiment was conducted with 48 college students divided into three groups. This study considered both qualitative and quantitative features of learner control and designed the AR control tools and experiment accordingly, and the findings supported the success of integrating the immersive technology of AR and the theoretical framework of learner control to construct museum exhibits. The results showed that visitors are willing to use the provided tools in museum AR and perform steadily in knowledge acquisition. In addition to offering more learner control in museums, AR promotes positive behaviors and attitudes. This study contributes to the field studies of learner control by linking learner control with the critical dimensions of AR-enhanced museum learning to provide more guidance in exhibit design. Based on the findings, practical suggestions on incorporating learner control in AR-based interactive exhibits are provided.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Experiments Designmentioning

confidence: 99%

Effects of learner control design in an AR-based exhibit on visitors’ museum learning

Lin

Yueh

2022

PLoS ONE

Self Cite

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“…Meekaew et al [17] found that students who used mobile-game-based learning integrated with augmented reality had better understanding and stronger learning motivation than those using only game-based learning. Lin et al [18] reported that integrative multimodal representations in augmented reality museums improved user interaction engagement and effectiveness in terms of situated cognition and learning.…”

Section: A Augmented Reality Museummentioning

confidence: 99%

Design and Evaluation of a Distance-Driven User Interface for Asynchronous Collaborative Exhibit Browsing in an Augmented Reality Museum

Chen

Shan

et al. 2021

IEEE Access

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Augmented reality museums allow visitors to jointly view and interact with exhibits. However, real-time exhibit browsing does not accommodate latecomers to museums and offers limited support to temporally separated visitors. To stimulate asynchronous exhibit browsing, we developed a distance-driven user interface that divided the augmented reality exhibit-egocentric space into four distance ranges, each having a set of social networking features and different privileges for exhibit viewing and interaction. The user interface enables asynchronous exhibit browsing for visitors participating at different times. We conducted empirical studies to evaluate how the user interface affected visitors' collaborative exhibit browsing in terms of perceived usability and learning gains. The results show that the perceived usability of the user interface is consistently high across all distance ranges. The user interface stimulates collaborative exhibit browsing with significant improvements in learning efficiency and learning attention durations, although learning satisfaction showed no difference across the participants. Implications for how the distancedriven user interface can be generalised for other interactive applications are discussed.

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Incorporating AR/VR-assisted learning into informal science institutions: A systematic review

2023

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How the Multimodal Media in Augmented Reality Affects Museum Learning Experience

Cited by 3 publications

References 11 publications

Effects of learner control design in an AR-based exhibit on visitors’ museum learning

Effects of learner control design in an AR-based exhibit on visitors’ museum learning

Design and Evaluation of a Distance-Driven User Interface for Asynchronous Collaborative Exhibit Browsing in an Augmented Reality Museum

Incorporating AR/VR-assisted learning into informal science institutions: A systematic review

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