Mobile Social Service Design for Large-Scale Exhibition.
ABSTRACT In order to improve the exhibition service, technology enhanced visitor experience is gradually gaining more attention. In
this paper, we follow user-centered design to explore the possibility of building a mobile social service for a large-scale
exhibition. User data from interviews, questionnaires and field studies have been analyzed. Five factors influencing visitor’s
social engagement are analyzed and implications for new mobile social service designs in large-scale exhibitions are discussed:
personal requirement on the knowledge of exhibits, time cost of social interaction, exhibitor’s requirement on information
distribution and collection, the maintenance of a temporary social network and coordination with the exhibition environment.
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ABSTRACT: A mobile guide system that integrates art appreciation instruction with augmented reality (AR) was designed as an auxiliary tool for painting appreciation, and the learning performance of three groups of visiting participants was explored: AR-guided, audio-guided, and nonguided (i.e., without carrying auxiliary devices). The participants were 135 college students, and a quasi-experimental research design was employed. Several learning performance factors of the museum visitors aided with different guided modes were evaluated, including their learning effectiveness, flow experience, the amount of time spent focusing on the paintings, behavioral patterns, and attitude of using the guide systems. The results showed that compared to the audio- and nonguided participants, the AR guide effectively enhanced visitors' learning effectiveness, promoted their flow experience, and extended the amount of time the visitors spent focusing on the paintings. In addition, the visitors' behavioral patterns were dependent upon the guided mode that they used; the visitors who were the most engaged in the gallery experience were those who were using the AR guide. Most of the visitors using the mobile AR-guide system elicited positive responses and acceptance attitudes.Computers & Education. 01/2014; 71:185–197.