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...

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Detalles Bibliográficos
Autores: Schaper, Marie-Monique, Santos, Maria, Malinverni, Laura, Zerbini Berro, Juan, Parés, Narcís, 1966-
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2018
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu: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
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spelling Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sitesSchaper, Marie-MoniqueSantos, MariaMalinverni, LauraZerbini Berro, JuanParés, Narcís, 1966-World-as-SupportFull-Body InteractionLearningVirtual heritageAugmented RealityChildrenThe 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.Supported by the Spanish Ministry of Economy and Competitiveness (Grant TIN2014-60599-P).Elsevier20182018info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/35513http://dx.doi.org/10.1016/j.ijhcs.2018.01.003reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésInternational Journal of Human-Computer Studies. 2018;114:36-50info:eu-repo/grantAgreement/ES/1PE/TIN2014-60599-P© Elsevier http://dx.doi.org/10.1016/j.ijhcs.2018.01.003info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/355132026-06-12T07:21:37Z
dc.title.none.fl_str_mv Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites
title Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites
spellingShingle Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites
Schaper, Marie-Monique
World-as-Support
Full-Body Interaction
Learning
Virtual heritage
Augmented Reality
Children
title_short Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites
title_full Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites
title_fullStr Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites
title_full_unstemmed Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites
title_sort Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites
dc.creator.none.fl_str_mv Schaper, Marie-Monique
Santos, Maria
Malinverni, Laura
Zerbini Berro, Juan
Parés, Narcís, 1966-
author Schaper, Marie-Monique
author_facet Schaper, Marie-Monique
Santos, Maria
Malinverni, Laura
Zerbini Berro, Juan
Parés, Narcís, 1966-
author_role author
author2 Santos, Maria
Malinverni, Laura
Zerbini Berro, Juan
Parés, Narcís, 1966-
author2_role author
author
author
author
dc.subject.none.fl_str_mv World-as-Support
Full-Body Interaction
Learning
Virtual heritage
Augmented Reality
Children
topic World-as-Support
Full-Body Interaction
Learning
Virtual heritage
Augmented Reality
Children
description 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.
publishDate 2018
dc.date.none.fl_str_mv 2018
2018
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/35513
http://dx.doi.org/10.1016/j.ijhcs.2018.01.003
url http://hdl.handle.net/10230/35513
http://dx.doi.org/10.1016/j.ijhcs.2018.01.003
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International Journal of Human-Computer Studies. 2018;114:36-50
info:eu-repo/grantAgreement/ES/1PE/TIN2014-60599-P
dc.rights.none.fl_str_mv © Elsevier http://dx.doi.org/10.1016/j.ijhcs.2018.01.003
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © Elsevier http://dx.doi.org/10.1016/j.ijhcs.2018.01.003
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
repository.name.fl_str_mv
repository.mail.fl_str_mv
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