Smets, W.; Euser, V.; (2025) A comparative case study of two immersive learning experiences in museums. History Education Research Journal , 22 (1) , Article 16. 10.14324/HERJ.22.1.16.

Preview

Text herj-3467-smets.pdf Download (133kB) | Preview

Abstract

Art and history museums are increasingly adopting multiple sensorial technologies, challenging people to reconsider how these immersive museum experiences may add to learning art and history. This study explores the use of emerging technologies in museum exhibits, and how it reshapes art and history education in museums. Comparative case study methodology is used to analyse differences and similarities between two immersive augmented reality and virtual reality exhibitions in the Netherlands. While Case 1 offers a structured, guided experience integrating historical artefacts, Case 2 is more open-ended, prioritising imaginative engagement. Drawing on these cases, we posit the construct of immersive learning experiences in museums and reflect on how they relate to traditional museum learning. Interaction and multimodality emerge as critical components of immersive learning experiences in museums that enhance the depth and breadth of visitor engagement, while guidance and interaction ensure that the educational objectives are met without stifling individual curiosity. Both cases vary to a large degree in the way in which they integrate these aspects of learning into their design.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as CSVXMLJSON

Downloads by country - last 12 months

Export as JSONCSVXML

Archive Staff Only

View Item