What new possibilities can immersive augmented reality (AR) technology offer to enhancing educational experiences in museums? A study conducted by LoGaCulture partners Ulrike Spierling, Jessica Bitter and Yu Liu (Hochschule RheinMain) and Thorolf Müller (Senckenberg Natural History Museum) asked exactly that question.
As 109 museum visitors tested a prototype application for Microsoft HoloLens 2, showcasing large animal skeletons with overlaid digital content, the feedback from this pilot project was overwhelmingly positive, indicating that AR could become a valuable tool for educational games in cultural settings, as reported in the paper Chances and Limitations of Immersive Augmented Reality for Game-Based Learning in Museums, published in the Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023. However, the study also highlighted some limitations, such as the need for visitor training on using head-mounted displays (HMDs) and the high costs associated with implementing such technology in museums.
The project, named presentXR, represents an initial step towards creating engaging and educational AR applications tailored for museums. The researchers are now continuing their work as part of LoGaCulture, where they aim to further refine these experiences into game-based learning modules. By integrating locative games, which are tied to specific places, the researchers believe they can deepen visitors’ engagement with cultural heritage sites and museums. The primary focus continues to be on ensuring that virtual content can coexist meaningfully with the physical exhibits, enhancing the sense of presence and immersion for museum-goers.
Despite the positive feedback, the development team acknowledges challenges in balancing the digital and physical experiences in a museum environment. The prototype revealed that competitive games might detract from visitors’ appreciation of the physical exhibits, as players might rush through spaces to achieve game objectives. Consequently, the researchers suggest a shift toward “play”-oriented applications that allow for more relaxed interactions, encouraging visitors to explore the exhibits at their own pace. As such, the team is designing new features, such as cooperative tasks and 3D puzzles, to promote collaboration among multiple visitors while engaging them more deeply with the exhibits.
Looking ahead, Professor Spierling’s team plan to incorporate these new interactive elements into future prototypes and evaluate their impact on visitor engagement, learning, and memory retention. By fostering playful interactions and minimizing the need for strict game rules, they hope to achieve a greater sense of shared presence with other visitors and the exhibits. If successful, these advancements could pave the way for a new era of educational and immersive experiences in museums, bridging the gap between physical collections and digital storytelling.