Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites
The design of interactive experiences for archaeological sites entails the consideration of the 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, w...
| Autores: | , , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2018 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10230/35513 |
| Acceso en línea: | http://hdl.handle.net/10230/35513 http://dx.doi.org/10.1016/j.ijhcs.2018.01.003 |
| Access Level: | acceso abierto |
| Palabra clave: | World-as-Support Full-Body Interaction Learning Virtual heritage Augmented Reality Children |
| Sumario: | The design of interactive experiences for archaeological sites entails the consideration of the 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 that currently belongs to the Barcelona History Museum. 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: (1) by using 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. |
|---|