Mystery at the museum

Klopfer, Eric; Perry, Judy; Squire, Kurt; Jan, Mingfong; Steinkuehler, Constance

doi:10.3115/1149293.1149334

Cited by 75 publications

(5 citation statements)

References 2 publications

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“…A RAG facilitates visitors' interactions with museum exhibits in various types of puzzles via challenges and compelling narratives (Whitton et al , 2014). The puzzles spark visitors' curiosity in regard to museum exhibitions, and their active engagement strengthens the connection between visitors and the museum, thereby promoting their return visits (Klopfer et al ., 2017). Owing to the complexity of puzzles, RAG refers to a new form of collaborative games that make extensive use of collective intelligence aimed at problem-solving (De Beer and Bothma, 2016).…”

Section: Background Literaturementioning

confidence: 99%

Museum engagement visits with a universal game-based blended museum learning service for different age groups

Hsu

Liang

2021

LHT

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PurposeThis study develops a universal game-based blended museum learning service (UGBMLS) to engage museum visitors of different ages and promote their return visits. This study aims to provide a single service with flexible learning content matching the diverse needs and preferences for different ages. The contextual influences are considered to promote participatory experiences and meaningful social interactions. An experiment is conducted herein to understand how visitors of different ages experience the museum's services as well as to address the design issues in aiming to satisfy the different age groups' needs.Design/methodology/approachA UGBMLS, which includes a real-world adventure game system with flexible learning content and various types of learning support, was provided for different age groups. To investigate how the visitors of different ages evaluate their experiences with the UGBMLS, a mixed-method study was conducted. In total, two questionnaires were employed to examine the visitors' museum experiences and subjective measurements of cognitive load. In addition, observation and group interviews were used to explain the quantitative results.FindingsThe results show that the UGBMLS can engage diverse visitors of different ages in museum visits and promote their revisit motivations. However, there are significant differences among different age groups. The design issues in seeking to satisfy the diverse needs of different age groups are noted.Practical implicationsThis study provides a feasible and cost-effective approach to support diverse visitors of different ages learning in museums.Originality/valueThis study provides an effective solution for engaging diverse visitors of different ages with a unified service. The results can be used to better understand the needs of different age groups and to effectively improve their museum experiences, thereby boosting their motivation regarding return visits. This study provides a feasible and cost-effective approach to support diverse visitors' learning in museums.

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Section: Background Literaturementioning

confidence: 99%

Museum engagement visits with a universal game-based blended museum learning service for different age groups

Hsu

Liang

2021

LHT

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“…With the growth of the use of mobile devices in the work place and in schools (De Freitas & Griffiths, 2008;Facer, Joiner, Stanton, Reid, Hull, & Kirk, 2004;Klopfer, Perry, Squire, & Jan, 2005;Norris & Soloway, 2009;Pachler, Bachmair, & Cook, 2010;Petrova & Li, 2009;Sharples, 2006;Squire & Jan, 2007;Squire & Klopfer, 2007), it is now easier for games to be installed in mobile devices, and males no longer have primary access to and control over public and domestic leisure spaces. Thus, girls may spend as much time playing games as boys if they have more access to and control over their game space.…”

Section: Gender and Gameplaymentioning

confidence: 99%

The Role of Gender in Mobile Game-Based Learning

Chee

Gwee

2011

International Journal of Mobile and Blended Learning

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This paper investigates whether there are gender differences in gameplay time and learning outcomes in a social studies mobile game-based curriculum. Seventeen boys and 24 girls from a ninth-grade class in Singapore used a mobile learning game Statecraft X to enact governorship in the game world. The data suggest that boys spent significantly more time playing Statecraft X than girls. However, there were no significant gender differences in their scores in an essay question assessing their learning about governorship in terms of criteria of relevance of content, perspective, and personal voice. There was also no significant correlation between gameplay time and relevance of content, perspective, and personal voice scores. Thus, higher engagement in gameplay alone does not necessarily lead to higher-order learning outcomes. This paper discusses the factors giving rise to these results.

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“…Alguns jogos como os MMORPGs ,acrônimo para Massive Multiplayer Online Role Playing Game, que são jogos onde o usuário encontra-se imerso em um ambiente virtual e pode formar equipes, coletar itens e realizar as mais diversas atividades. Estes tipos de jogos também podem ser utilizados na educação como os propostos por Klopfer, Perry e Squire (2005) , que disponibiliza um ambiente virtual onde vários usuários podem interagir entre si e com o próprio ambiente, através de dispositivos móveis, com elementos do museu físico, além de jogar passatempos relacionados. Já Camarotti, Castanho e Venturelli, S.( 2007) propuseram um sistema que leva virtualmente os alunos a lugares remotos como Muralha da China e Pirâmides do Egito ao lado de seus colegas,podendo visitar locais como museus, monumentos e zoológicos podendo absorver conhecimentos das mais diversas áreas interagindo com os mais diversos ambientes.…”

Section: Jogos Colaborativos E Educaçãounclassified

GeoplanoPEC – Uma Extensão para um Jogo Educacional Colaborativo para o Ensino de Geometria Plana

Medeiros,

Machado,

de Moraes

2010

Anais Do XVI Workshop De Informática Na Escola (WIE 2010)

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Os jogos educacionais têm mostrado ser uma ferramenta eficaz no auxílio do processo de ensino-aprendizagem, juntamente com isso os sistemas colaborativos provêm uma forma das pessoas se comunicarem e interagirem entre si de forma rápida e eficiente. O artigo descreve o processo de desenvolvimento da extensão colaborativa do jogo GeoplanoPEC, jogo educacional de Geometria desenvolvido na UFPB, onde os jogadores podem jogar entre si através da rede.

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Mystery at the museum

Cited by 75 publications

References 2 publications

Museum engagement visits with a universal game-based blended museum learning service for different age groups

Museum engagement visits with a universal game-based blended museum learning service for different age groups

The Role of Gender in Mobile Game-Based Learning

GeoplanoPEC – Uma Extensão para um Jogo Educacional Colaborativo para o Ensino de Geometria Plana

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