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

走过一个文化遗址是一种身临其境的教育体验。物理空间本身和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。过去的研究表明，沉浸式混合现实（MR）技术，如移动的增强现实（AR），有可能在游客的漫游过程中弥合过去和现在之间的差距，并增强他们的学习体验。然而，移动的AR依赖于手持设备，对用户的跟踪质量差，并且数字内容仅仅是表面上叠加在物理世界上，而不是以真实的方式与物理对象交互。AR玻璃技术，也称为直接AR，有可能打破这些障碍，并为游客提供显着增加的沉浸感和大量的互动机制，这两者都可以大大提高他们的学习体验。拟议的研究金旨在探索一个设计框架，为青少年和成年游客（12岁以上）使用AR眼镜在文化遗产场所开发引人入胜的情景学习体验。AR眼镜是一副可穿戴眼镜，能够使用叠加的数字内容（包括全息图）扩展可见的物理空间，这些内容定位得非常好，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，尚未在文化遗产教育的背景下进行充分的研究。该项目将与遗产教育、设计和MR开发领域的专业人士合作，探讨不同人口统计学特征的游客在使用、采用和参与AR眼镜方面的挑战和机遇。然后，它将试图了解在从简单的过渡到增强的漫游过程中，游客的学习体验中丢失，获得，转变和困惑的内容，并基于这些见解构建设计框架。研究成果将突出遗产背景下的MR体验的未来设计方法的影响。该研究将展示AR眼镜与其他MR技术相比如何增加沉浸感，并探索其教育挑战和机会，以创建引人注目的遗产地教育MR步行道。因此，研究计划将调查可以建立在设备的物理和教育能力基础上的MR内容类型。该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行业的新兴技能。拟议的奖学金包括为期3个月的初步研究，这将使遗产专业人员，特别是教育工作者和MR开发人员聚集在一起，确定当前的景观，在教育经验方面使用沉浸式技术为特定年龄组的游客，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开发人员将使用本文档设计MR应用程序的内容。随后将进行为期3个月的公众用户评估，根据收到的反馈反复调整MR内容。最后，为期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，一个混合现实应用程序，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.