Emerging technologies for learning at a cultural heritage site: The design of the CompARe mixed reality gamified learning environment
Date Issued
June 2, 2021
Author(s)
Abstract
Knowledge of the past is necessary in order for us to understand the present and move
forward to the future. Learning about cultural heritage should take place in situ, so that
students can have embodied experiences, and come into contact, with the artifact or the
monument they study. On the other hand, educating young students about cultural heritage
is a challenge especially when connected with educational programs in schools, due to lack
of interest from students. A promising solution to this challenge might be the use of
gamification, namely the use of game design elements in non-game contexts, which is
believed to improve both students' learning outcomes and engagement. Furthermore, recent
review studies about the use of mixed reality technologies in educational settings suggest that
they can potentially support learning and teaching (de Belen et al., 2019). According to the
NMC Horizon Report: 2016 Museum Edition (Freeman et al., 2016), it is important to evaluate
the impact of the use of new technologies at cultural heritage sites, and specifically the impact
of new digital tools on learning. This contribution reports on the development and empirical investigation of the
“CompARe” mixed reality (MR) gamified learning environment. “CompARe” was designed to
support inquiry learning around a unique 6th century ceiling mosaic of Virgin Mary at the
village of Kiti in Cyprus; the mosaic is located in a church on the UNESCO World Heritage
Tentative List and is considered to be one of the most significant ceiling mosaics of the early
Christian art.
The validation was based on two studies, following a design-based research
methodology. A pilot study to empirically validate the MR gamified learning environment was
conducted with the participation of 15 upper elementary students using “CompARe” in dyads.
Data were collected through a focus group interview, during which the students shared their
experience with the environment, and led to the refinement of the initial design of the learning
environment as well as identified problems that related to students’ motivation and challenges
during the use of the gamified environment. For the second study, data were collected during
three educational field trips to the cultural heritage site of three sixth grade classes. Fifty-nine
students participated (25 boys), aged 11 – 12 years, from a medium-sized, rural school in
Cyprus. Students worked in dyads and one triad, the composition of the pairs was decided by
their teachers. The data corpus consists of pre- and post-test questionnaires to evaluate
students’ learning gains, video recordings of students’ discourse and interactions, log files
from the app, and post-interviews. The challenges ahead and next steps of this work will be
reported at the conference.
forward to the future. Learning about cultural heritage should take place in situ, so that
students can have embodied experiences, and come into contact, with the artifact or the
monument they study. On the other hand, educating young students about cultural heritage
is a challenge especially when connected with educational programs in schools, due to lack
of interest from students. A promising solution to this challenge might be the use of
gamification, namely the use of game design elements in non-game contexts, which is
believed to improve both students' learning outcomes and engagement. Furthermore, recent
review studies about the use of mixed reality technologies in educational settings suggest that
they can potentially support learning and teaching (de Belen et al., 2019). According to the
NMC Horizon Report: 2016 Museum Edition (Freeman et al., 2016), it is important to evaluate
the impact of the use of new technologies at cultural heritage sites, and specifically the impact
of new digital tools on learning. This contribution reports on the development and empirical investigation of the
“CompARe” mixed reality (MR) gamified learning environment. “CompARe” was designed to
support inquiry learning around a unique 6th century ceiling mosaic of Virgin Mary at the
village of Kiti in Cyprus; the mosaic is located in a church on the UNESCO World Heritage
Tentative List and is considered to be one of the most significant ceiling mosaics of the early
Christian art.
The validation was based on two studies, following a design-based research
methodology. A pilot study to empirically validate the MR gamified learning environment was
conducted with the participation of 15 upper elementary students using “CompARe” in dyads.
Data were collected through a focus group interview, during which the students shared their
experience with the environment, and led to the refinement of the initial design of the learning
environment as well as identified problems that related to students’ motivation and challenges
during the use of the gamified environment. For the second study, data were collected during
three educational field trips to the cultural heritage site of three sixth grade classes. Fifty-nine
students participated (25 boys), aged 11 – 12 years, from a medium-sized, rural school in
Cyprus. Students worked in dyads and one triad, the composition of the pairs was decided by
their teachers. The data corpus consists of pre- and post-test questionnaires to evaluate
students’ learning gains, video recordings of students’ discourse and interactions, log files
from the app, and post-interviews. The challenges ahead and next steps of this work will be
reported at the conference.