Improving Children's Cultural Heritage Experience Using Game-based Learning at a Living Museum

Abstract

This empirical study was conducted to design, develop, and evaluate children's experiences with a game-based mobile guide (GBMG) application at Sarawak Cultural Village (SCV). The Interaction Design lifecycle model was used for the systematic development of the GBMG application. A total of 45 children took part in this study who were divided into two groups: a paper-based pamphlet and GBMG application group. The Museum Experience Scale were used to evaluate the overall experience with the GBMG application in this study. Results showed that the children in the mobile-based groups have a higher mean for the four dimensions of MES, although the difference is only significant for the emotional connection dimension. This study shows that the game-based mobile guide application did not significantly improve children's museum experience at SCV except for their emotional connection. Additional findings from the Heuristic Evaluation with six Human-Computer Interaction experts offered a deeper understanding of why the GBMG did not improve the children's visitor experience at SCV. The outcome of this study contributes to the research field of game-based mobile applications to enhance children's experiences at living museums with several issues raised for further research.

Research on Relevant Dimensions of Tourism Experience of Intangible Cultural Heritage Lantern Festival: Integrating Generic Learning Outcomes With the Technology Acceptance Model

“…This study explores the learning experience and relationship between AR acceptance with AR applying to ICH tourism from the perspective of visitors, as well as discusses the value and GLOs of AR lanterns and the relationship between technology acceptance. A questionnaire is an effective way to understand visitors’ experiences ( tom Dieck et al, 2018 ; Othman et al, 2021 ). In this study, a lantern interaction system is designed to collect questionnaires and analyze study data after the ICH lantern exhibition at the Lantern Festival.…”

“…To collect and analyze relevant data, questionnaires are distributed to visitors after they experience ICH lantern exhibition. To be effective, questionnaires must be distributed after the exhibition ( tom Dieck et al, 2018 ; Othman et al, 2021 ). Finally, a semi-structured interview is taken to get visitors’ deep insights about this experience.…”

The role of digital interactive technology in cultural heritage learning: Evaluating a mid‐air gesture‐based interactive media of Ruihetu

“…1 During the last decade, a wide range of informative and entertaining applications related to culture heritage have been made available to the public through webs, mobile devices and interactive installations within physical exhibition spaces. 2,3 Museums, as the primary repository of tangible cultural heritage, sought to improve visitors' informal learning experiences through digital technology, resulting in the so-called postdigital museum. 4,5 And the ability to simulate virtual and interactive environments of digital exhibits in museums can provide us with a means to communicate and contextualize digital information in a way that brings history to life and enhances learning about it.…”

“…The advancements in human‐computer interaction technology provide a diverse technical foundation for the digital activation of cultural heritage. Just as Carrozzino & Bergamasco proposed “New technologies must be addressed by exploiting so as to communicate and promote at best its heritage.” 1 During the last decade, a wide range of informative and entertaining applications related to culture heritage have been made available to the public through webs, mobile devices and interactive installations within physical exhibition spaces 2,3 . Museums, as the primary repository of tangible cultural heritage, sought to improve visitors' informal learning experiences through digital technology, resulting in the so‐called postdigital museum 4,5 .…”

Evaluating the Impact of a Mobile Gaming System on the Collaborative Learning Process in a Hospitality Business Simulator

“…Despite its rapidly changing technological components, educational mobile games offer an opportunity to revise the learning process [2]. Here, the intended learning outcomes are closely connected with the overall design of the game [3], player behaviours [4], and human mobile-web interactions [5].…”