ABSTRACT
Over the past decades, 360-degree virtual tours have been used to provide the public access to accurate representations of cultural heritage sites and museums. The COVID-19 pandemic has contributed to a rise in the popularity of virtual tours as a means of engaging with locations remotely and has raised an interesting question: How could we use such experiences to bring the public closer to locations that are otherwise unreachable in real life or not considered to be tourist destinations? In this study, we examine the effectiveness of promoting engagement with a city through the virtual presentation of unknown and possibly also inaccessible points of interest through a 360-degree panoramic virtual tour. The evaluation of the experience with 31 users through an online questionnaire confirms its potential to spark curiosity, promote engagement, foster reflection, and motivate users to explore the location and its attractions at their leisure, thus enabling them to experience it from their personal point of view. The outcomes highlight the need for further research to explore this potential and identify best practices for virtual experience design. © 2023 by the authors.
ABSTRACT
Social interaction has been recognized as positively affecting learning, with dialogue–as a common form of social interaction–comprising an integral part of collaborative learning. Interactive storytelling is defined as a branching narrative in which users can experience different story lines with alternative endings, depending on the choices they make at various decision points of the story plot. In this research, we aim to harness the power of dialogic practices by incorporating dialogic activities in the decision points of interactive digital storytelling experiences set in a history education context. Our objective is to explore interactive storytelling as a collaborative learning experience for remote learners, as well as its effect on promoting historical empathy. As a preliminary validation of this concept, we recorded the perspective of 14 educators, who supported the value of the specific conceptual design. Then, we recruited 15 adolescents who participated in our main study in 6 groups. They were called to experience collaboratively an interactive storytelling experience set in the Athens Ancient Agora (Market) wherein we used the story decision/branching points as incentives for dialogue. Our results suggest that this experience design can indeed support small groups of remote users, in-line with special circumstances like those of the COVID-19 pandemic, and confirm the efficacy of the approach to establish engagement and promote affect and reflection on historical content. Our contribution thus lies in proposing and validating the application of interactive digital storytelling as a dialogue-based collaborative learning experience for the education of history. Copyright © 2022 Petousi, Katifori, Servi, Roussou and Ioannidis.