A framework for designing Mixed Reality situated learning experiences in cultural heritage sites using AR glasses

在文化遗址中漫步是一种身临其境的教育体验。物理空间本身和陈列在其中的人工制品通过音频指南、标签、视频和交互式触摸屏讲述了这个地方的许多历史故事。然而，这个地方仍然是一个静态的展示，只有通过那些访问它的人的想象力，通过他们对它的了解，它才会复活。过去的研究表明，沉浸式混合现实（MR）技术，如移动增强现实（AR），有可能在游客漫步期间弥合过去和现在之间的差距，并增强他们的学习体验。然而，移动AR依赖于手持设备，用户跟踪质量差，数字内容只是肤浅地叠加在物理世界上，没有与物理对象进行逼真的交互。增强现实玻璃技术，也称为直接增强现实技术，有可能打破这些障碍，为参观者提供显着增加的沉浸感和大量的互动机制，这两者都可以大大增强他们的学习体验。该项目旨在探索一种设计框架，为使用AR眼镜的青少年和成人游客（12岁以上年龄组）在文化遗产场所开发有吸引力的学习体验。AR眼镜是一种可穿戴眼镜，能够通过叠加数字内容（包括全息图）扩展可见的物理空间，它的定位非常好，可以成功地与物理环境融合在一起。它们是一种新兴的MR技术，在文化遗产教育的背景下尚未得到充分的研究。该项目将与来自遗产教育、设计和MR开发的专业人士合作，探索不同人口统计数据的游客使用、采用和参与AR眼镜的挑战和机遇。然后，它将试图理解在从简单的演练到增强演练的过渡过程中，访问者的学习体验中失去了什么，获得了什么，改变了什么，困惑了什么，并基于这些见解构建一个设计框架。研究成果将突出对遗产背景下磁共振体验的未来设计方法的影响。该研究将展示与其他MR技术相比，AR眼镜以何种方式增加沉浸感，并探索其教育挑战和机会，以创建引人注目的遗产遗址教育MR演练。因此，研究计划将调查可建立在设备的物理和教育能力基础上的MR内容类型。这种合作有可能促进使用新兴技术的良好实践，为促进其设计的文化组织和将开发它的MR开发公司创造价值，并突出MR领域的新兴技能。拟议的奖学金包括为期3个月的初步研究，该研究将把遗产专家，特别是教育工作者和MR开发者聚集在一起，利用沉浸式技术为特定年龄组的游客提供教育体验，确定当前的景观，讨论MR如何通过有意义的教育互动吸引游客，并创建一份考虑文件。然后，MR开发人员将使用该文档为MR应用程序设计内容。随后将进行为期3个月的公众用户评估，并根据收到的反馈反复调整MR内容。最后，经过3个月的反思、写作和传播，将产生一份介绍设计框架的文件、一份混合现实应用、两篇期刊文章、一篇会议论文、一个网站和一个研讨会。

Walking through a cultural heritage site is an immersive educative experience. The physical space itself and the artefacts that are laid out in it tell many stories of the place's history through audio guides, labels, videos, and interactive touch screens. However, the site remains a static display, which is only revived through the imagination of those who visit it through the things they learn about it. Past research has shown that immersive Mixed Reality (MR) technologies such as mobile Augmented Reality (AR) have the potential to bridge the gap between the past and the present during the visitors' walkthrough, and enhance their learning experience. However, mobile AR relies on handheld devices, poor tracking quality of the user, and the digital content is only superficially super-imposed on the physical world not interacting with the physical objects in a realistic way. AR glass technology, also called direct AR, has the potential to break these barriers and provide significantly increased immersion and a plethora of interaction mechanisms to the visitors, both of which can considerably enhance their learning experience. The proposed fellowship seeks to explore a design framework for developing engaging, situated learning experiences in cultural heritage places for teenage and adult visitors (in the 12+ age group) with the use of AR glasses. AR glasses are a pair of wearable glasses with the ability to extend the visible physical space using superimposed digital content, including holograms, which is so well positioned that it blends successfully with the physical surroundings. They are an emerging MR technology, which has not yet been adequately researched within the context of cultural heritage education. In collaboration with professionals from heritage education, design, and MR development the project will explore the challenges and opportunities in relation to the use, adoption of and engagement with the AR glasses by visitors of diverse demographics. It will then seek to understand what is lost, gained, transformed, and confused in the visitor's learning experience during the transition from a simple to an augmented walkthrough, and build a design framework based on these insights. The research outputs will highlight implications for future design approaches for MR experiences within the heritage context. The research will demonstrate in what ways AR glasses increase the immersion as opposed to other MR technologies, and explore their educational challenges and opportunities to create compelling educative MR walkthroughs of a heritage site. Accordingly, the programme of research will investigate the type of MR content that can be built upon the physical and educational capabilities of the device. The collaboration has the potential to promote good practices in using emerging technologies, create value for the cultural organisation that will facilitate its design and the MR developer company that will develop it, and highlight emerging skills in the MR sector. The proposed fellowship comprises a 3-month period of preliminary research, which will bring heritage professionals, particularly educators, and MR developers together to identify the current landscape in terms of educational experiences using immersive technologies for visitors of the specific age group, discuss how MR can engage visitors through meaningful educational interactions, and create a document of considerations. The MR developers will then use this document to design the content for the MR application. This will be followed by a 3-month period of carrying out user evaluation with the public, iteratively adjusting the MR content based on the received feedback. Finally, a 3-month period of reflection, writing, and dissemination will produce a document introducing the design framework, a Mixed Reality application, two journal articles, one conference paper, a website, and a symposium.