Emotional Mapping of Museum Augmented Places (EMMAP) has been developed during the PhD program in “e-Learning” at the Faculty of Engineering, Università Politecnica delle Marche, Ancona, Italy. EMMAP is devoted to promote mobile and ubiquitous learning environments in museums or in other places of historic-cultural interest.

1. Ancona, 24 February 2012 Ph.D. Dissertation of Giuliana Guazzaroni Scuola di Dottorato in Scienze dell’Ingegneria Curriculum in E-Learning Emotional Mapping of Museum Augmented Places EMMAP

9. Mobile and Ubiquitous Learning

19. Mobile learning can be adopted both inside and outside the classroom. Materials are generally delivered by mobile devices and students can actively collaborate. Ubiquitous learning is characterized by high mobility of students and high embeddedness of learning objects e.g. using RFID, QR-Code, GPS etc.

20. Theories of reference for mobile and ubiquitous learning

21. Theories of reference for mobile and ubiquitous learning Mobile learning is a flexible term used to cover various approaches that help learners in different ways Context represents a crucial variable that influences how people learn

23. Authentic Learning.. ..represents a helpful pedagogical paradigm to be used as a reference for mobile learning outside the classroom Authentic learning, also known as experiential learning, allows learners to explore, discuss, and connect concepts and relationships that are relevant to the real-world and are significant to the students

24. Situated Learning.. .. takes place in the same context where it is applied Lave and Wenger (1991) affirm that learning is not a transmission of abstract and decontextualised knowledge from an expert to a student, but a social process where knowledge is co-constructed; they suggest that such learning is situated in a real context and embedded within a particular social and physical environment

25. Learning by doing.. .. is learning in real life, which is the natural setting for learning something by doing it.. “ There is, after all, something inherently artificial about school ” and learning is a process that can be efficiently activated through action ” (Schank,1995)

26. Experiments The experiments of mobile and ubiquitous learning in museums and in other places of interest are aimed to develop a mobile and ubiquitous learning environment using QR codes, broadcasting and augmented reality (AR)

27. Emotions Brain research has pointed out the role of emotions in learning.. Damasio (2010) uses the term emotion to refer to internal changes in body state (e.g. chemical, visceral, muscular) and resulting changes in the nervous system. Emotions are not conscious. Emotions can be induced, for example by the sight of an object into a museum. They can create feelings, which supply the stimulus for action.

28. Emotions Mirror neurons.. Mirror neurons allow people to interpret the minds of others not through logical thinking but through direct simulation, by feeling and not by thinking. Mirror neurons unveil how students learn and why groups of people respond to certain sports, dance, music and art (Rizzolatti and M. Fabbri-Destro, 2008). If a learner observes an archaeological find (e.g. Shin-guard) he/she can experience the action behind it and, consequently, learn how the object was effectively used. The student can be empathetic engaged by a find and he/she can amplify his/her own cultural experience of the past.

29. Sentimental dimension A sentimental dimension should be cultivated in young students. In fact, today ’ s learners are subjected to a large amount of stimuli (e.g. School, television, sports, different baby-sitters etc.) in the absence of an authentic communication with adults. When stimuli are excessive, compared to the capacity of elaborating them, the young person tends to suppress the sentimental dimension and consequently intelligence riskily evolves without the anchor of sense (Galimberti, 2009).

30. Personalization of learning using the “Multiple Intelligences” theory and “ Five Minds for the Future ” Gardner's Multiple Intelligences (2004)

31. Personalization of learning using the “Multiple Intelligences” theory and “ Five Minds for the Future ” In Five Minds for the Future (2006), Gardner outlines the cognitive abilities that will be cultivated by future leaders as follows: a. The Disciplinary Mind : The mastery of science, mathematics, and history, and of at least one professional expertise; b. The Synthesizing Mind : The ability to put together ideas from different disciplines; c. The Creating Mind : The capacity to find out and explain new problems, questions and phenomena; d. The Respectful Mind : awareness of differences among human beings and human groups and the consequent appreciation for them; e. The Ethical Mind : Awareness of personal responsibilities as a worker and as a citizen.

32. Emotional map When students are immersed in a real environment, the emotional map can offer the possibility to better understand how different people have interpreted the location trough their creations (e.g. Stories, draws, recorded interviews etc.). In the trials, the emotional map is created by the objects left in the location by the visitors. Thus, users are encouraged to use their Creative mind and produce, for example, narratives, drawings, interviews or reports in order to reinvent the map of the real location.

33. Gamification Recreational and educational activities can take place in formal contexts, such as school, or in informal settings, such as a museum, a park or a city. The elements that make a game intriguing or challenging can be applied to situations that do not belong to the sphere of gaming. Gamification is the term that expresses the processes of Game Design used in areas not previously involved in the dynamics of gaming.

36. Evaluation EMMAP is monitored ex ante and ex post in order to assess the effectiveness of the format (evaluation and assessment), in terms of achievement of learning objectives and participants satisfactions. Teachers: Interviews, ex ante and ex post, are based on the methodology developed by Learning for all (L4All: www.learningforall.it ), a three-year FIRB project, financed by the Italian Ministry of Education, the University and Research (MIUR). a. Interviews ex ante to monitor the reasons for adopting the format, the expectations, and the application context; b. Interviews ex post to monitor the results achieved and other impressions. Students: a. Questionnaires ex ante in order to monitor digital skills, motivation and expectations in relation to the format; b. Questionnaires ex post to monitor satisfaction and achievements.

37. Assessment The assessment of students is carried out during a debriefing after the museum experience, and through the collection of responses from groups. Moreover, at the end of the experience each group writes and records a report about the visit. Students writing reports after the Archaeological museum tour

38. SWOT

41. Participants A group of ten female students, in their twenties, accompanied by their teacher, participated in the research They were all 3 rd year students of Accademia di Belle Arti Moreover, they were all enrolled in a course called: “ Net Art ” , where QR-Code and other useful technologies are creatively used

44. Museo della Carrozza In the fourth room , QR codes diminished to give groups the opportunity to elaborate new contents and to record their stories ( Elaborate ). In the fifth room ( “ Playing with the Carriage ” ), groups had a break were they could play. In the sixth room ( “ Tools ” ), students collected everything they thought useful to bring back to the classroom (e.g. Notes, records, links etc.) ( Extend ). The visit to the museum finished with the filling out of the evaluation test ( Evaluate ). Mylord, 1880 (www.maceratamusei.it)

45. Museo della Carrozza / Evaluation In the entrance test, all participants affirmed that they were able to master mobile technology Most of the students declared they made use of the mobile internet (80%), were familiar with QR-Code (70%) and were ready for a mobile and ubiquitous learning experience (80%) They thought informal learning experiences could improve the active involvement of participants of all ages with the museum artefacts

49. Augmented reality in Macerata During the Macerata Ospitale Art Festival 2011, an augmented reality experience was implemented all around the ancient Mediaeval walls of Macerata. Sixty of the most significant works of “ Street Poetry ” , a poetry prize, were prepared all along the perimeter of the city walls

50. Evaluation Most of the participants declared themselves to be familiar with technology (80%). Half of the visitors said they did not use Internet in their mobile phones; other users declared making some use of mobile Internet (40%); others said to connect in mobility frequently (10%). Most of the participants affirmed that they did not know augmented reality facilities (80%) and only a few admitted knowing something about it (20%). Nobody was familiar with augmented reality applications (0%)

51. The idea behind AR was not clear to the group of walkers and consequently they needed a demonstration of how to use Layar and other AR applications. Nevertheless, most of the participants considered themselves ready to use augmented reality (60%), the remaining part declared they needed more expertise to use AR facilities (40%). At the end of the tour, the absolute majority declared that an augmented reality path could improve the engagement of visitors and tourists (90%); on the other hand, one believed that AR could not improve people's interest in the visit (10%). Most of the visitors said they did not have technological problems during the walk (80%); the remaining part reported having some difficulty with mobile technology (20%). One declared that the iPhone and smartphone small-screens are inadequate for tours. However, most of the participants said they enjoyed the visit and would have promoted the walks around the walls to other people (90%). The remaining part of the group professed uncertainty about AR facilities and its benefits during a visit (10%). After the walk, one young man reported having some difficulty localizing virtual artefacts with AR. This is a question due to the GPS outdoor positioning of virtual objects.

53. Implementation of a mobile and ubiquitous learning experience at the “ Museo Civico Archeologico Giuseppe Moretti ” Castello di San Severino Marche Museo Archeologico EMMAP was tested at the Archaeological Museum with 115 students attending the first classes of the Istituto Tecnico Industriale Statale (ITIS) “ Eustachio Divini ” of San Severino Marche The study involved 115 teenagers (11 girls and 105 boys) aged from 13 to 16 (8 students were 13; 96 students were 14; 8 students were 15; 3 students were 16)

54. Implementation of a mobile and ubiquitous learning experience at the “ Museo Civico Archeologico Giuseppe Moretti ” Each Saturday a class of learners was taken to the Archaeological Museum, by two teachers In the museum a facilitator and a local tourist guide welcomed the students In the classroom students were previously informed about everything they needed and were divided into small groups as well ( Elicit ). In this phase the participants filled out the ex ante questionnaire. The classes are composed by a different number of students; from about twenty to thirty members each. Consequently, groups were formed by a minimum of four to a maximum of six students, depending on the number of phones, with useful software

55. Implementation of a mobile and ubiquitous learning experience at the “ Museo Civico Archeologico Giuseppe Moretti ” As soon as, the first group was ready to visit the museum, they entered in the first room devoted to the Prehistoric Period. Before entering the room, there was a corridor where the first QR-Code was located to welcome students and to engage them in the Archaeologist Game they were going to experience In this phase learners were welcomed and encouraged as described by Salmon (2000) in the first step of her model In the Prehistoric Period room, three points of interest (POI) were augmented by QR codes

57. Implementation of a mobile and ubiquitous learning experience at the “ Museo Civico Archeologico Giuseppe Moretti ” For each point of interest, the students had to write a proper classification based on: Population Period Usage The QR codes provided narrations with gaps the a rchaeologists had to fill to classify an object

59. Within the group, each member worked with a specific role: The Leader who reads the QR-Code The Explorer searches and collects useful information in the museum The Reporter who at the end of the game collates all the information

60. Once groups completed the classification of each POI, they could enter the second museum room (Piceni) As a group entered, a QR-Code welcomed the students to the warriors' necropolis The second QR-Code asked students to observe attentively the different funeral outfits The activity, to be completed in groups, was to list an ideal warrior ’ s outfit and imagine the person who owned it ( Explain ).

62. The possibility for each group to chose their output to be left in the museum for future visitors was aimed at empowering students and encouraging them to use their best skills ( Elaborate ) For the final activity (creating materials) students could return to the didactic room. On their way back to the didactic room, there was a corridor where they could scan messages (stories, drawings, interviews etc.) left by former peer visitors in a sort of bio map. They could scan other content ( Extend ). Before leaving, learners recorded their voices or geo-located their drawings for future visitors, and then they filled out the ex post questionnaire for evaluation ( Evaluate ). A Piceni warrior drew by a participant

63. Augmented Reality

67. In the expectation questionnaire, most of them declared familiarity with technologies (93%). 74% said they also made use of the mobile Internet; within these users a 32% said they connected to the mobile Internet very often. A few participants reported knowing and currently use QR-Code (38%), the remaining part declared curiosity about it, but they had never seen or read it before (62%). Most of the teens considered themselves to be ready for a mobile and ubiquitous learning experience (80%). Evaluation Percentage of Internet mobile usage HIGH LOW AVERAGE

75. Future directions In the very near future mobile and ubiquitous facilities will play a more and more important role in heritage. Mobile strategies will include education and interpretation. Consequently, more and more museums will adopt new interpreting strategies including mobile and ubiquitous learning, in addition with multisensory augmented experiences.

76. Acknowledgements If not specified, the source of images is: http://www.dreamstime.com/free-photos For EMMAP trials, I wish to thank the Soprintendenza per i Beni Archeologici delle Marche . I wish to express thanks to Comune di San Severino Marche . I also wish to express sincere thanks to Istituto Tecnico Industriale Statale “ Eustachio Divini ” . I wish to thank Istituzione Macerata Cultura Biblioteca e Musei I also wish to express sincere thanks to Licenze Poetiche and ADAM Accademia delle Arti Macerata I wish to thank Professor Tommaso Leo for being my supervisor, for his guidance, for his brilliant advice I also thank my Ph.D. colleagues