Towards the Design of a Virtual Heritage Experience based on the World-as-Support Interaction Paradigm

Schaper, Marie-Monique; Santos, María; Malinverni, Laura; Parés, Narcís

doi:10.1145/3027063.3053089

Cited by 15 publications

(11 citation statements)

References 28 publications

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“…The first factor, relationship, refers to establishing a contextual relationship between users, cultural context, and the immersive reality systems. Existing VH applications that adopt immersive reality technologies for cultural knowledge dissemination focus on users' interaction with the VH applications (Ridel et al, 2014;Schaper et al, 2017;tom Dieck and Jung, 2017;Caggianese et al, 2018). However, in order for VH applications to enhance cultural learning, establishing a contextual relationship between users, their physical surroundings (museums and heritage sites), and the virtual environment (cultural content) is as crucial as enabling intuitive interaction with the virtual environment.…”

Section: Comparing Immersive Realities and Interaction Interfacesmentioning

confidence: 99%

A Comparison of Immersive Realities and Interaction Methods: Cultural Learning in Virtual Heritage

2019

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In recent years, Augmented Reality (AR), Virtual Reality (VR), Augmented Virtuality (AV), and Mixed Reality (MxR) have become popular immersive reality technologies for cultural knowledge dissemination in Virtual Heritage (VH). These technologies have been utilized for enriching museums with a personalized visiting experience and digital content tailored to the historical and cultural context of the museums and heritage sites. Various interaction methods, such as sensor-based, device-based, tangible, collaborative, multimodal, and hybrid interaction methods, have also been employed by these immersive reality technologies to enable interaction with the virtual environments. However, the utilization of these technologies and interaction methods isn't often supported by a guideline that can assist Cultural Heritage Professionals (CHP) to predetermine their relevance to attain the intended objectives of the VH applications. In this regard, our paper attempts to compare the existing immersive reality technologies and interaction methods against their potential to enhance cultural learning in VH applications. To objectify the comparison, three factors have been borrowed from existing scholarly arguments in the Cultural Heritage (CH) domain. These factors are the technology's or the interaction method's potential and/or demonstrated capability to: (1) establish a contextual relationship between users, virtual content, and cultural context, (2) allow collaboration between users, and (3) enable engagement with the cultural context in the virtual environments and the virtual environment itself. Following the comparison, we have also proposed a specific integration of collaborative and multimodal interaction methods into a Mixed Reality (MxR) scenario that can be applied to VH applications that aim at enhancing cultural learning in situ .

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Section: Comparing Immersive Realities and Interaction Interfacesmentioning

confidence: 99%

A Comparison of Immersive Realities and Interaction Methods: Cultural Learning in Virtual Heritage

2019

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“…However, in historical contexts, visitors still need to imagine missing artifacts, people living during that period, or related events. If the visitors have limited experience and knowledge about the historical context, it may be particularly difficult for them to imagine some of these contents and situations (Schaper et al, 2017).…”

Section: Related Work 21 Advanced Interfaces For Cultural Heritagementioning

confidence: 99%

Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites

Schaper

Santos

Malinverni

et al. 2018

International Journal of Human-Computer Studies

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The design of interactive experiences for archaeological sites entails the consideration of particular characteristics and constraints of the exhibition space. Our aim is to address these challenges by exploring the potential of a recently emerging interaction paradigm called World-as-Support, which is based on projective Augmented Reality (AR). In this study, we present the design process of a virtual heritage experience for a bomb shelter built during the Spanish Civil War and that currently belongs to the History Museum of Barcelona. The goal of this study was twofold. First, we aimed to define the requirements for the design of a first prototype based on the World-as-Support interaction paradigm. Second, we carried out a study with a local school to evaluate the benefits of an educational experience based on this paradigm. Our results indicate benefits to complement the guided visit by using (1) projective AR to explore different layers of the learning experience and (2) by including collaborative activities based on embodied enactments to foster the understanding of historical contents that require emotional engagement and critical thinking.

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“…Enhancing cultural learning in VH applications, therefore, relies on immersive reality and interaction method to enable a contextual relationship, collaboration, and engagement between users and the virtual environment [24,[32][33][34]. Existing virtual heritage applications that utilise immersive reality technologies for cultural knowledge dissemination focus on users' interaction with the applications [35][36][37][38]. For instance, mixed reality allows interaction between users and the real-virtual world.…”

Section: Collaboration Engagement Contextual Relationship and Cultural Learningmentioning

confidence: 99%

“…and the virtual environment [24,[32][33][34]. Existing virtual heritage applications that utilise immersive reality technologies for cultural knowledge dissemination focus on users' interaction with the applications [35][36][37][38]. For instance, mixed reality allows interaction between users and the real-virtual world.…”

Section: Conceptual Modelmentioning

confidence: 99%

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

Bekele

Champion

McMeekin

et al. 2021

MTI

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Studies in the virtual heritage (VH) domain identify collaboration (social interaction), engagement, and a contextual relationship as key elements of interaction design that influence users’ experience and cultural learning in VH applications. The purpose of this study is to validate whether collaboration (social interaction), engaging experience, and a contextual relationship enhance cultural learning in a collaborative and multi-modal mixed reality (MR) heritage environment. To this end, we have designed and implemented a cloud-based collaborative and multi-modal MR application aiming at enhancing user experience and cultural learning in museums. A conceptual model was proposed based on collaboration, engagement, and relationship in the context of MR experience. The MR application was then evaluated at the Western Australian Shipwrecks Museum by experts, archaeologists, and curators from the gallery and the Western Australian Museum. Questionnaire, semi-structured interview, and observation were used to collect data. The results suggest that integrating collaborative and multi-modal interaction methods with MR technology facilitates enhanced cultural learning in VH.

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Towards the Design of a Virtual Heritage Experience based on the World-as-Support Interaction Paradigm

Cited by 15 publications

References 28 publications

A Comparison of Immersive Realities and Interaction Methods: Cultural Learning in Virtual Heritage

A Comparison of Immersive Realities and Interaction Methods: Cultural Learning in Virtual Heritage

Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites

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

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