The Influence of Collaborative and Multi-Modal Mixed Reality: Cultural Learning in Virtual Heritage

Bekele, Mafkereseb Kassahun; Champion, Erik; McMeekin, David A.; Rahaman, Hafizur

doi:10.3390/mti5120079

Cited by 13 publications

(14 citation statements)

References 36 publications

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“…We researched certain artistic works located in an enclosed space in line with the work of Bekele et al [85] who addressed museum cultural heritage. Despite this limited space, our work process was analogous to others in terms of where open VR environments were constructed.…”

Section: Discussionmentioning

confidence: 99%

The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study

Cabero‐Almenara

Llorente-Cejudo

Martínez-Roig

2022

ASI

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The incorporation of mixed, virtual, and augmented reality into the educational context takes place in this study through the development of a 3D object shaped by the artistic expressions of the Church of the Annunciation in Seville. In a study of an experimental and exploratory nature with a single group, we worked with a total of 20 students enrolled in a Master’s degree, taught at Seville University, under the title of “Arte: idea y producción” (Art: idea and production). A questionnaire based on the “Technology Acceptance Model” (TAM) was used to ascertain the degree of acceptance that the utilized technology had created among students after their participation in the experience. Likewise, the questionnaire permitted understanding of the assessment made by students concerning the presented objects. Among the results obtained, it is noticeable that the participating students show a high level of acceptance of augmented and virtual reality technologies, alongside favorable attitudes towards their utilization and the intention to use them. It is worth highlighting as a significant conclusion that the exploratory study was performed within a real classroom situation, suggesting that both technologies can be applied in formal training environments.

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Section: Discussionmentioning

confidence: 99%

The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study

Cabero‐Almenara

Llorente-Cejudo

Martínez-Roig

2022

ASI

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“…XR creates authentically simulated environments and objects, allowing students to interact with these virtual items, find knowledge behind the content, and then construct their knowledge (Loscos et al 2003). XR (especially MR) also offers the possibility of virtually social constructivist/constructionist learning, enabling students to collaborate in a real (AR/MR) or virtual (MR/VR) space and construct knowledge through social interaction (Bekele et al 2021;Cheng and Tsai 2013). MR has great potential that allows students to interact with people and content and further collaborate with each other to complete tasks in virtual or hybrid settings (Bekele and Champion 2019).…”

Section: Extended Reality and Popular Science Educationmentioning

confidence: 99%

“…The first facet is the interaction between students (human-human interaction). In most cases, students learn in a group with one XR device and receive knowledge from the content; however, they do not collaborate to complete a task or a mission (Bekele et al 2021). They are just "consumers" and "co-users" instead of "collaborators" of technology.…”

Section: Interactionmentioning

confidence: 99%

The role of digital literacy in augmented, virtual, and mixed reality in popular science education: a review study and an educational framework development

Chang

Kuo

2023

Virtual Reality

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This study aims to bridge the gap between extended reality (XR) and digital literacy (DL) in popular science education and further develop a DL–XR framework. XR includes augmented, virtual, and mixed reality (AR, VR, and MR), which has received increased attention and has been used for educational purposes in recent years. However, the studies of XR in popular science education and its impact on students are scant. It is also challenging to find studies entailing XR and DL in education. This study not only offers an overview of the status quo of XR education but also is the first research presenting a referential framework that systematically integrates the many dimensions of XR and DL for future research and educational practices. XR has been extensively used in museums, benefiting users with immersive, authentic, hands-on, and interactive experiences. In the DL–XR framework, based on the variations of “individual-group” and “passive consumption-active creation”, eight dimensions of DL linked to XR are proposed, including “access and understanding”, “evaluation”, “ethics and well-being”, “interaction”, “collaboration”, “creation”, “problem-solving”, and “civic engagement and responsibility”. In the nurturing of DL, evidence revealed that XR is mostly used for learners to access knowledge/information and interact with virtual items; nonetheless, its applications for active creation, problem-solving, and collaboration are seldom prioritised. This study further proposes integrating project-based learning into XR pedagogical practices, which can maximise its impact on learning and empower the learners to achieve advanced levels of DL.

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“…There are several applications of theses technologies from AR systems [5]. There are also applications from MR systems that integrate virtual with collaborative interaction methods to facilitate enhanced cultural learning in virtual heritage [6]. Finally, VR systems can be used for the presentation of virtual museums [7] and interactive software [8] with experiences related to cultural heritage.…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of the Effects of a Virtual Museum on Users’ Attitudes towards Cultural Heritage

2022

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(1) Background: Several opportunities have appeared for the dissemination of culture and heritage thanks in part to the widespread use of information and communications technologies. Virtual museums have appeared as innovative technological products but often lack an evaluation of the impact that they have and their success in achieving their purpose. In this sense, this work seeks to evaluate the impact of a virtual museum on users’ attitudes toward cultural heritage. (2) Methods: We used a factorial design of 2 (direction of thoughts: positive vs. negative) × 2 (presence level: high vs. low) × 2 (virtual museum vs. interactive website). (3) Results: Attitudes toward heritage can change as a function of a multimedia experience, thought favorability, and presence. In a virtual museum, when general attitudes are evaluated, a sense of high psychological presence reduces the effect that thoughts (especially when negative) have on attitudes. However, in the case of visiting an interactive website, the effect of the direction of thoughts on attitudes occurred regardless of conditions of high or low presence. Similar tendencies are observed for specific attitudinal objects. (4) Conclusion: A virtual museum can have different effects depending on the interaction of important variables from the virtual reality literature and not only the classic main effects. Recommendations for interventions and future practical and theoretical work are presented.

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The Influence of Collaborative and Multi-Modal Mixed Reality: Cultural Learning in Virtual Heritage

Cited by 13 publications

References 36 publications

The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study

The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study

The role of digital literacy in augmented, virtual, and mixed reality in popular science education: a review study and an educational framework development

An Evaluation of the Effects of a Virtual Museum on Users’ Attitudes towards Cultural Heritage

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