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Learning and Technology in Historical Perspective
Abstract and Figures
This is the second volume of the series *Perspectives on Visual Learning*. The volume provides a comprehensive summary of the fundamental transformations education in the Western world has undergone in the past few centuries, and of the challenges educational theory and practice now face. Learning, education, and the entire school system, are today caught up in a turmoil of revolutionary changes. The rebirth of the visual is a major factor of this revolution.
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Purpose
The paper aims to describe the positive and negative effects of night lights in historical sites, as well as the most salient challenges faced by the visitors of these sites and determine ways to address them. The study aims to suggest several light-and-shadow approaches and designs to enhance the experience of visiting historical sites.
Design/methodology/approach
This study identifies problems of nightlife in historical sites with an online international questionnaire to determine the preferences and difficulties faced by visitors of historical sites during day and night. After that Egypt was determined as a sample case of a developing country; its archaeological sites need to be improved. The main problems of historical Egyptian sites were investigated and approaches in developing historical sites with interactive lighting design were presented after an online questionnaire to the Egyptian society.
Findings
The paper shows that archaeological sites need some development, especially in their technological and lighting aspects, to overcome visitors’ low night-time interest in archaeological sites. Research has found certain limitations in the effects of constructing artificial illumination. The study provides modern sustainable solution for some light challenges in historical sites with approaches and solutions to solve it.
Research limitations/implications
The results of that research could be applied in developing countries, but with larger specific studies to the historical urban locations according to the politics of the country.
Practical implications
The paper includes sustainable approaches in developing historical sites with technological lighting design required to enhance historical sites at night-time and make visits more interactive and interesting.
Originality/value
This paper presents an identified need of historical sites visitors’ to study applying modern approaches in enhancing urban historical sites.
The term “gamification” is generally used to denote the application of game mechanisms in non-gaming environments with the aim of enhancing the processes enacted and the experience of those involved. In recent years, gamification has become a catchword throughout the fields of education and training, thanks to its perceived potential to make learning more motivating and engaging.
This paper is an attempt to shed light on the emergence and consolidation of gamification in education/training. It reports the results of a literature review that collected and analysed around 120 papers on the topic published between 2011 and 2014. These originate from different countries and deal with gamification both in training contexts and in formal educational, from primary school to higher education. The collected papers were analysed and classified according to various criteria, including target population, type of research (theoretical vs experimental), kind of educational contents delivered, and the tools deployed.
The results that emerge from this study point to the increasing popularity of gamification techniques applied in a wide range of educational settings. At the same time, it appears that over the last few years the concept of gamification has become more clearly defined in the minds of researchers and practitioners. Indeed, until fairly recently the term was used by many to denote the adoption of game artefacts (especially digital ones) as educational tools for learning a specific subject such as algebra. In other words, it was used as a synonym of Game Based Learning (GBL) rather than to identify an educational strategy informing the overall learning process, which is treated globally as a game or competition. However, this terminological confusion appears only in a few isolated cases in this literature review, suggesting that a certain level of taxonomic and epistemological convergence is underway.
The first successes of the Scientific Revolution were exclusively geometrical, if geometry is tak en in a wide sense. The yw ere possible because Europe had had several centuries of training with reasoning with diagrams — not only the Euclidean ones labelled "geometry", but anything from simple family trees to complicated perspective constructions to gridded maps. The Scientific Revolution could exist because it inherited a medieva lM athematical (mostly Geometrical) Revolution. The evidence includes not only the surviving pictures themselves, but descriptions of what those pictures produced in the astonishingly vivid medieva lv isual imagination. The imagination was regarded as literally full of pic- tures, and so a medium for scientific visualisation. It was the medium Galileo used successfully for his thought experi- ments.
The Role of Motivation in Higher Educational Gamification Practice-Extending the Issue
- Krisztina Szabó
- Alexandra Szemere
Krisztina Szabó and Alexandra Szemere, "The Role of Motivation in Higher
Educational Gamification Practice-Extending the Issue", in Jan Beseda, DisCo
2016: Towards Open Education and Information Society, Prague: Creative Commons, 2016, pp. 52-71;
Gamifying Education: What Is Known, What Is Believed and What Remains Uncertain: A Critical Review
- Christo Dichev
- Darina Dicheva
Christo Dichev and Darina Dicheva, "Gamifying Education: What Is Known, What Is Believed and What Remains Uncertain: A Critical Review", vol. 14, no. 9 (2017), DOI: 10.1186/s41239-017-0042-5;
Zooming into an Instagram City: Reading the Local through Social Media
- Elisabetta Di
Elisabetta Di Stefano, "Iperestetica: Arte, natura, vita quotidiana e nuove tecnologie", Aesthetica Preprint, 95, 2012.
Instagram images see Nadav Hochman and Lev Manovich, "Zooming into an
Instagram City: Reading the Local through Social Media", First Monday, vol. 18,
no. 7 (2013), https://firstmonday.org/ojs/index.php/fm/article/view/4711/ 3698.
ization are being encouraged. 16 In so doing, considerations of selfapplication of paradigms play an important role as well as meta
- Paul For Definitions See
- Fumio Milgram
- Kishino
For definitions see Paul Milgram and Fumio Kishino, "A Taxonomy of Mixed
Reality Visual Displays", IEICE Transactions on Information Systems, vol. E77D, no. 12 (1994), pp. 1321-1329; see also Patrick T. Allen-Ava Fatah gen.
Shieck-David Robinson, "Urban Encounters Reloaded: Towards a Descriptive
Account of Augmented Space", in Timothy Jung and M. Claudia tom Dieck (eds.),
Augmented Reality and Virtual Reality: Empowering Human, Place and Business,
Progress in IS, Springer, 2018; Sehwan Kim-Youngjung Suh-Youngho LeeWoontack Woo, "Toward Ubiquitous VR: When VR Meets ubiComp", in Proceedings of the 4th International Symposium on Ubiquitous Virtual Reality, 2006.
ization are being encouraged. 16 In so doing, considerations of selfapplication of paradigms play an important role as well as metacritical thinking between the priorities of The Structure of Scientific
Revolutions and the Revolution of Scientific Structures. 17