Improving an Exhibit at Mosede Fort: A Multimodal System to Enhance Learning in a Museum Experience

Bech, Ann-Marie Hougaard Bønlykke

4. term

Medialogy, Master

2016

2016-05-26

118

Dette speciale undersøger, hvordan et multimodalt system kan styrke læring i en museumsudstilling. Sagen tager udgangspunkt i Mosede Fort, hvor der skulle designes forbedringer til en eksisterende installation. En lille del af det ideelle design blev udvalgt og implementeret som proof of concept, med fokus på interaktion styret af hånd- og kropsbevægelser (gestussporing). Systemet blev vurderet på fire måder: Først en teknisk evaluering af stabiliteten, især af gestussporing, som bruges til at styre systemet. Den anden evaluering kombinerede en teknisk gennemgang med en test af brugernes lyst til at fortsætte med at bruge systemet. Lysten til at fortsætte blev valgt som mål i stedet for direkte læringsmålinger, fordi litteraturen viser, at det er meget tidskrævende at måle læring, og andre studier har brugt op til et år på at indsamle resultater. Den tredje evaluering indsamlede feedback fra Mosede Fort, hvor den oprindelige udstilling er i drift. Til sidst blev der lavet en teoretisk vurdering af læring ved at sammenholde systemet med læringsteori for at vurdere, om det i teorien kan understøtte en læringsoplevelse. Resultaterne viser, at det anvendte sporingssystem ikke er stabilt nok, og at et nyt bør tages i brug. De peger også på behov for justeringer af den implementerede del. Samlet set er systemet et skridt i den rigtige retning, selv om der stadig er forbedringer at arbejde med.

This thesis explores how a multimodal system can strengthen learning in a museum exhibit. The case focuses on Mosede Fort, where improvements were designed for an existing installation. A small part of the ideal design was implemented as a proof of concept, centered on interaction controlled by hand and body movements (gesture tracking). The system was evaluated in four ways: First, a technical evaluation assessed overall stability, especially the reliability of gesture tracking used to control the system. The second evaluation combined a technical review with a test of visitors’ willingness to keep using the system. Willingness to continue was used as a proxy instead of measuring learning directly, because the literature shows that measuring learning is time-consuming and other studies have taken up to a year to gather results. The third evaluation collected feedback from Mosede Fort, where the original exhibit is installed. Finally, a theoretical evaluation compared the system to learning theory to judge whether it should, in principle, support a learning experience. The results indicate that the current tracking system is not stable enough and should be replaced, and that the implemented component needs adjustments. Overall, although there is still room for improvement, the system represents a step in the right direction.

[This abstract was generated with the help of AI]

Multimodal System ; Learning ; Museum

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