Smart learning environments in a contemporary museum: a case study
Languages of publication
Aim. The modern museum becomes an attractive learning place and space where the visitor, depending on age and competence, develops personal experience, and constructs the learning process based on personalized goals. The article aims to reveal how spaces in museums are exploited, in what ways visitors are involved in a narrative that connects the present and the past. Concept. The research uses a case-study method to investigate the POLIN Museum of the History of Polish Jews (Poland), Ruhr Museum (Germany), and Vienna Technical Museum (Austria). Within the smart learning environment context, this study explains how to encourage museum visitors to learn and seek answers. Results and conclusion. Four main directions are emphasized: the construction of a narrative through the creation of spaces and places, the creation of a historical narrative through simulacra, the educational effect of smart solutions, and the edutainment. The findings show that change in the museum by combining design solutions, historical narrative, time experience, and smart technologies leads to cognitive, engaging learning, touching, feeling, and experiencing different emotions, encouraging a return to the museum, inviting to learn, and shaping one's personal experience. Cognitive value. Contemporary museums invite visitors to a new experience combining artistic space design, storytelling, individual time management, and the use of smart learning environments. These challenges are shifting museum narratives and influencing non-formal learning programs. Authors raise a discussion of how, by exploiting museum spaces, the visitors are involved in the stories, and how the smart learning environment is created in a modern museum.
- Badalotti, E., De Biase, L., & Greenaway, P. (2011). The Future Museum. Procedia Computer Science, 7, 114-116.
- Barclay, K. (2020). Family, memory and emotion in the museum. Emotion, Space and Society, 35, 100679.
- Baxter, P. & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4). 544-559.
- Dierking, L.D. & Falk, J.H. (2005). Using the Contextual Model of Learning to Understand Visitor Learning from a Science Center Exhibition. Science learning in everyday life. 774-778.
- Gao, B., Wan, Q., Chang, T., & Huang, R. (2019). A framework of learning activity design for flow experience in a smart learning environment. In Foundations and trends in smart learning. Springer, Singapore. 5-14.
- Hannam, K., & Ryan, E. (2019). Time, authenticity and photographic storytelling in The Museum of Innocence. Journal of Heritage Tourism, 14(5-6), 436-447.
- Heutte, J., Fenouillet, F., Kaplan, J., Martin-Krumm, C., & Bachelet, R. (2016). The EduFlow model: A contribution toward the study of optimal learning environments. In Flow experience. Springer, Cham. 127-143.
- Hom A. R. (2018). Silent Order: The Temporal Turn in Critical International Relations, Millennium: Journal of International Studies 2018, 46(3). 303–330.
- Hwang, G. J. (2014). Definition, framework, and research issues of smart learning environments-a context-aware ubiquitous learning perspective. Smart Learning Environments, 1(1). 1-14.
- Kiili, K. (2005). Content creation challenges and flow experience in educational games: The IT-Emperor case. The Internet and higher education, 8(3). 183-198.
- Kirshenblatt-Gimblett, B. (2015). Inside the Museum: Curating between hope and despair: POLIN Museum of the History of Polish Jews. East European Jewish Affairs,45(2-3). 215-235.
- Korzun, D., Varfolomeyev, A., Yalovitsyna, S., & Volokhova, V. (2017). Semantic infrastructure of a smart museum: toward making cultural heritage knowledge usable and creatable by visitors and professionals. Personal and Ubiquitous Computing, 21(2). 345-354.
- Lubar, S. (2013). Timelines in Exhibitions. Curator the Museum Journal, 56 (2). 169-188.
- Metcalfe, A. (2006). It Was the Right Time to Do It: Moving House, the Life‐Course and Kairos, Mobilities 1(2). 243–260.
- Polombini, A. (2017). Storytelling and telling history. Towards a grammar of narratives for Cultural Heritage dissemination in the Digital Era. Journal of Cultural Heritage 24. 134-139.
- Pranskuniene, R. (2013). “Submerging interactivity” in museum education: grounded theory (Doctoral dissertation, Klaipeda University).
- Sabljić, J., & Oswald, T. V. (2013). Genre differentiation in A guided Tour through the Museum of Communism by Slavenka Drakulić. Journal of Education, Culture and Society, 4(1), 243-256.
- Tim, Y., Ouyang, T., & Zeng, D. (2020). Back to the future: Actualizing technology affordances to transform Emperor Qin’s terracotta warriors Museum. Information & Management, 103271.
- Trunfio, M., & Campana, S. (2020). A visitors’ experience model for mixed reality in the museum. Current Issues in Tourism 23(9). 1053-1058.
- Wong, A., & Chong, S. (2018). Modeling adult learners’ online engagement behavior: proxy measures and its application. Journal of Computers in Education, 5(4). 463-479.
- Yin, R.K. (2009). Case study research: Design and methods. Thousand Oaks, CA: Sage.
Publication order reference