Designing for cultural learning and reflection using IoT serious game approach
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ORIGINAL ARTICLE
Designing for cultural learning and reflection using IoT serious game approach Hai Huang 1 & Kher Hui Ng 1 Received: 8 February 2020 / Accepted: 10 November 2020 # Springer-Verlag London Ltd., part of Springer Nature 2020
Abstract Previous studies have highlighted the difficulty that designers face in designing interactive systems that will help visitors learn and reflect upon cultural issues in support of museums’ new roles of shaping cultural identify and community building. In this paper, we report a study to explore the potential of Internet of things (IoT) serious games to support cultural learning and reflection by incorporating five IoT-mediated interactive exhibits—an online trading game, an interactive grinder and Goldsmith simulators, a lantern design and a virtual house decoration station. We present design goals to meet the aim and evaluate our approach through a museum study. The results show significant learning gains from pre-test to post-test, and our interview analyses indicate some evidence of participants engaging in all levels of reflection. From our findings, we discuss the design goals and recommend design guidelines for future IoT serious games to support reflective learning in museums. Keywords Reflection . Serious games . Internet of things . Digital culture . Museum
1 Introduction The role of museums has changed over the years [18]. In recent times, public museums have been developed with dual roles to provide entertainment and education to the community [37]. As well as their traditional role of collecting, preserving and sharing rich collections, museums now find that they play an increasing role in supporting the development of communities. Museums can be a place to help shape community identity and bring different community groups together. Through access to objects, information and knowledge visitors can see themselves and their culture reflected in ways that encourage new connections, meaning making and learning [19]. These aspects to include social experiences, reflection and connections between cultures are considered important parts of the experience. Technologies that focus strictly on the learning goals of visitors may actually impoverish their experiences by drawing attention away from these important aspects of museum-going. By responding to the needs and
* Kher Hui Ng [email protected] 1
School of Computer Science, University of Nottingham Malaysia, Jalan Broga, 43500 Semenyih, Selangor, Malaysia
interests of visitors, museums can transform from “being about something to being for somebody” [38]. Despite an increased interest in designing for reflection, relatively little work actually defines the concept of reflection or provides guidelines on how to design around it [3]. Boud’s work on ‘reflection in learning’ describes reflection as “a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations” [6]. Reflection, then, functions
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