SOS Museum, a Gamified Learning App for Cultural Heritage

Preservation Tailored for School Visits: Observational Insights

BÁRBARA ANDREZ, PAULA MENINO HOMEM, MARIA MANUELA PINTO

FLUP/CITCEM,

Faculty of Arts and Humanities of University of Porto,

Porto,

PORTUGAL

Abstract: - This paper intends to systematize a first quantitative study based on the frequency of observable

behaviors related to the implementation of a gamified mobile app built to raise awareness about risk

management and preservation issues at the Military Museum of Porto, Portugal. The purpose of this study was

to acknowledge, compare, and analyze the behavioral changes of a group of students (n=84) aged between 8 to

12 years old divided into two groups: experimental and control. Obtained results will assist a deeper and future

analysis addressing infocommunicational problems in gamification processes and their relationship with

knowledge in the museum context. The first results show that, by comparison to the control group, visitors were

more excited, had more sense of urgency, were mutually aiding each other, and had more efficient

communication and collaboration by completing tasks quickly and effectively, throughout the 30-minute

average duration of the experience.

Key-Words: - Cultural heritage, preservation, observable behaviors frequencies, mobile gamified application,

observational registry, experience.

Received: July 29, 2023. Revised: May 7, 2024. Accepted: June 15, 2024. Published: July 18, 2024.

1 Introduction – From Learning to

the Interactive Experience Model

Museums have become complex entities shaped by

multiple dimensions. In the 21st century museums

have evolved into spaces of cultural and educational

mediation [1], strongly oriented towards

surrounding communities [2]. Associated with non-

formal education, museums try to shape and deliver

activities that potentiate learning, frequently trying

to amplify knowledge about their collections and

related present or past pertinent subjects. When

dwelling on learning, the concept is a very complex

principle to grasp. Nevertheless, a way to describe it

revolves around an active assimilation process of

information within personal, social, and physical

contexts, incorporating the accommodation of new

information into mental structures and enabling its

use, but learning can also be defined in a markedly

political manner where dialogue plays a primary

role. According to [3], educator and author, the

learning process is marked by underlying

transformations that occur through the construction

of knowledge, which may be transmitted when the

object of study is truly comprehended and

assimilated, [3]. Also learning, whether concrete or

abstract, should be viewed as a holistic approach,

based on a central cycle of experience that results in

a combination of perception, cognition, and

behavior, [4]. Although individuals learn better

when they are highly motivated, negative

motivations can also promote learning but over time

and with repetition, retention might diminish, [5].

Additionally, it is crucial to emphasize that

emotions play a significant role in cognition,

overlapping with motivation, problem-solving,

decision making, and consciousness, whereas

without their influence, learning wouldn´t be

possible, [5]. Considering this, learning processes

are based on individual choices that heavily depend

on emotions, because “sensory perception and

attention, both of which play key roles in learning,

are highly influenced by emotions due to changes in

the neurotransmitters released in the brain”, [6].

Therefore, learning always infers a behavioral,

physical, or mental alteration in individuals that

originate a medium to long-term retention of

information and the use of a series of specific and

personal attributes linked to comprehension,

motivations, perceptions, and different contexts.

Given the frequency of educational activities in

museum institutions and all their diversity,

facilitating the measurement of learning entails an

extremely complex process. One of the strategies

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that should be employed, similar to the formal

educational system, involves delineating the specific

learning objectives of each activity, and ensuring

their fulfillment. Nonetheless, this fulfillment does

not imply that there has been, in fact, knowledge

retention by the participants, other measures to

assess results are necessary depending on the type of

activity.

In the book "The Museum Experience"[7] it is

proposed an interactive experience model where

three contexts - personal, social, and physical -

which contribute significantly to visitors' perception,

assimilation and potential learning, are outlined.

According to the authors [7], there is a

misconception that learning is solely the acquisition

of new ideas, facts, or formally received

information, but its complexity derives from

multiple situations, spanning from schools to

museums, amongst other spaces, and it is closely

connected to individual memory and perception.

The ability to use, recognize, solve problems, recall

images, smells, sounds, colors, or memorize

choreographies involves the use of perception and

integration into memory for future use [7], but also

learning itself can be considered as a socially

mediated group activity, directly influencing

individuals' roles and relationships permanently

with many social, emotional and even intellectual

competencies acquired through the modulation of

others' behavior. Thus, it is worth noting that

learning processes also occur within a physical

context, which is of utmost importance when

determining how much information is perceived and

recalled, [7]. The continuous interaction between

these three contexts (personal, social, and physical)

makes up the ultimate experience because, based on

findings, a well-balanced experience that

accommodates correctly these three contexts has a

better chance of being remembered in the long term,

[7]. Nonetheless, it should be emphasized that

behavior in museums is often reactive, unconscious

and responsive to space, color and forms, but

visitors do not retain visual memories of objects,

captions, or conceptual schemes, but rather events

and observations that they categorize into mental

and personal lists, determined by events experienced

before and after visiting, [8]. Consequently,

museum visitors have a variety of motivations,

expectations, and beliefs that affect or may affect

learning and the visit itself, which should always be

taken into account.

This paper aims to synthesize a first approach to

the analysis of observational occurrences during the

implementation of a digital gamified prototype –

SOS Museum – aimed to address preservation

issues within the Military Museum of Porto, in

Portugal. In the observational grid construction, we

intended to mirror the interactive experience model

[7], where we formulated constructs [9] to optimize

observed behaviors during the life span of the

experience inside the museum, [10]. Observable

behavior frequencies were measured within an

experimental group that tested SOS Museum, as

well as within a control group that visited the

exhibition, addressing the same learning objectives

as the ones developed in the mobile app. The

presented results show that the experimental group

had a more enjoyable and emotional interaction

because the experience is well balanced in the

personal and social context in comparison with the

control group. However, certain disparities in the

physical context may be attributed to the distracting

nature of the mobile app itself. Nonetheless, this

does not necessarily imply a lack of visitor

engagement with the museum space and collections,

on the contrary, emotionally driven behaviors seem

to prove otherwise.

2 SOS Museum: An App to Promote

Awareness about Risk and

Preservation in Museums

The introduction of new technologies in museum

spaces has, in a way, shaken up access to

information throughout museological institutions, a

paradigm that the new museology [11] had already

witnessed and foreseen, enabling experiences within

and for communities. Delivering new forms of

connecting with these communities now requires

clear and distinct content that should address the

target group’s needs and characteristics. During the

project, we sought out methods to achieve this aim

and found that leveraging gamification strategies

could strengthen the communication of information

by fostering engagement and enjoyment. Given that

the intended audience for this proposal consisted of

children aged from 8 to 12 years old, gamification

was perceived as a means to streamline access to

information and enhance its availability through

engaging and educational "game-like structures,"

thereby possibly impacting learning.

Our gamified application – SOS Museum – is

centered around the preservation and safeguarding

of cultural assets in the Military Museum of Porto,

Portugal. This choice was made primarily because it

constitutes a major task within museum teams and,

secondly, because it introduces children to a novel

subject they can learn from. We believe that

gamification strategies can help to empower visitors

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as active agents in risk management, forging a close

connection with the issue, which could be beneficial

in the long run for forming new museum audiences.

The introduction of game mechanisms was aligned

to promote a deeper understanding of some

preservation processes, relying upon an age-

appropriate narrative. Equally important was the

selection of objects within the museum space to

ensure users' physical integration into the gamified

experience. With that in mind, our objects’ selection

aimed to establish an immediate connection through

the identification of materials and characteristics,

encouraging the visitor’s observation and detection

competencies. SOS Museum integrated solutions

involve quizzes, an exhibition plan tour and game-

like simulations of three risk contexts (earthquake,

moth activity, and incorrect light, temperature, and

relative humidity) which instills a sense of urgency

by motivating users to make decisions. Also, the

application was created taking into consideration

specific learning outcomes to be achieved during

progression, such as: facilitating a better

understanding regarding the vulnerability to

physical forces, light, temperature, and relative

humidity, the vulnerability of textiles to insects and

a better understanding of the need to articulate

curatorship and preservation within museums’

spaces. Moreover, feedback mechanisms were

included in the design of the experience [12], as

well as game mechanisms, such as points and

badges that reinforce desired actions and introduce

freedom and surprise, making the experience

possibly more creative and enriching.

3 Direct Observation: Grid

Construction and Registry

3.1 Methodology

The prototype evaluation at the museum engaged a

total of 84 students, aged between 8 and 12 years

old, from four classes: two from the fourth grade

and two from the fifth grade. The process began by

dividing each class into two distinct groups: an

experimental group and a control group. In the

experimental group, students engaged with the

gamified digital prototype, forming teams of 2 up to

4 users per mobile device, as the gamified

experience requires. Conversely, the control group

(Figure 1) embarked on a distinct guided tour

focused on learning objectives related to

preservation issues, akin to those in the application.

Observational data was meticulously live noted and

coded (Figure 1), deploying two observational grids

per class, totaling eight equal grids. The

observational grid was tailored specifically for this

evaluation, capturing behavioral dynamics both with

the application and throughout the guided tour. Each

grid was filled in by the researcher according to a

pre-established counting protocol per time block.

Included observable behaviors in the grid derived

from well-thought-out decompositions of more

complex concepts [13], allowing an appropriate

identification without significant inquiries. Grid

results were tabulated as frequencies and

subsequently converted into graphs using integrated

tools available in Excel for a more effective

comparison between groups and contexts over time.

Fig. 1: Half a 5th grade class doing the normal visit -

Control Group coding, ©Bárbara Andrez, 2024

3.2 Grid Construction

The designed observational grid aimed to gauge the

frequency of behaviors in both groups, drawing

from the interactive experience model [7], which

categorizes the dimensions of visitors into three

primary contexts: personal, social and physical.

Thus, to further unpack these contexts into

typologies of observable behavior, the initial step

involved selecting and developing constructs [9] or

indicators within each context: excitement,

initiative, happiness and sense of urgency – within

the personal context; problem-solving and listening

ability – within the social context; and lastly, spatial

movement – within the physical context.

After identifying these constructs, we began to

unfold them into sets of potential observable

behaviors, considering that these variables were

built upon group dynamics taking into account

minimal external fluctuations, [9]. Nevertheless, this

doesn't rule out the possibility of uncontrolled

external factors, especially within each student's

personal context, that can alter the visit itself,

regardless of the attributed group (experimental or

control), resulting in fewer frequencies per grid.

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With that in mind, sets of observable behaviors

marked under excitement were: speech acceleration;

changes in the tone of voice; animated facial

expressions and the use of positive and/or

exclamatory verbal expressions like “amazing”,

“fantastic” and “love it”. Under initiative and

urgency, sets of marked observable behaviors were

grouped under beginning tasks or engaging in

discussions or movement and carrying out actions

rapidly, whereas behaviors such as talking before

anyone else or getting ahead of the group were

coded. Related to the social context and under

problem-solving, we marked as a set mutual aid and

effective communication and collaboration in

completing tasks quickly and effectively where

behaviors such as attention to what others are doing

or expressions such as “I´ll do it", “Worry not”,

“Let’s win” were coded, amongst others

frequencies. Under listening ability, no interruption,

nods, or neutral facial expressions when someone

speaks were marked and coded. Finally, within the

physical context and spatial movement we have

chosen attention to the objects in the museum

collection and the reading of objects’ informative

captions. In addition, we introduced some notes for

each set of observable behaviors, for instance, the

attention to the objects was coded whenever there

were glazes directed towards objects or fingers

pointing. These notes made it quicker to code, and,

when in doubt, they provided examples of behaviors

adding more accuracy to the frequency marking.

Also, because we believe that verbal expression is

of utmost importance, this observational grid didn’t

solely rely upon the observational competencies of

the researcher. Instead, there are several behaviors

marked that rely only upon the researcher’s

attention and listening abilities.

3.3 Observational Registry

Since the observation was conducted in groups

continuously, a rapid marking frequency system was

implemented whenever any of the listed behaviors

were detected within the group. To streamline the

marking process, the duration of the sessions was

carefully timed and observations were organized

into five-minute blocks to track behavior

progression over time. Observed behaviors were

coded within the corresponding time block; for

instance, if a change in voice pitch occurred 2

minutes into the session, the coding and marking

would be attributed to the 5-minute block. Similarly,

if the behavior occurred at the 17th-minute mark, it

would be noted in the 20-minute block, as the

block's name designates the maximum time limit.

Due to the high cost associated with

observational measurement, in terms of time and

demanding attention, competency, and judgment

requirements, various alternatives exist to divide

observation sessions and mitigate expenses. In this

particular case, observations were conducted live

and solely by a single researcher, without video

capture to streamline subsequent review. So, by

doing a continuous behavior sampling method by

event [9] we have simplified the collected

observational occurrences, making it easy to code

and mark frequencies of behavior as they were

happening. We believe that this organization made

observational behavior coding possible with the

accuracy and attention that is expected for a single

researcher in this particular setup.

4 Analysis and Results

After concluding all sessions, we aggregated the

total frequencies alongside their corresponding time

blocks and observed behaviors. The data obtained

hinges upon comparing two distinct groups—the

experimental and control group—over time and

across various contexts of observable behavior, a

primary objective of this project. However, we

acknowledge that the data obtained during sessions

was selective, as it's impractical to encompass all

facets of observable behavior and code them in a

non-selective manner, [13].

The inquiries we sought to address were: how is

the frequency distributed across each context over

time in the two groups? Are there significant

temporal changes in frequencies between the two

groups? And are the experiences robust across all

three contexts? Drawing from the interactive

experience model [7], the challenge of this study

was to create an observational grid outcome based

on quantitative analysis, allowing us to discern how

both experiences operate distinctively over time, as

illustrated in the accompanying graphics (Figure 2

and Figure 3).

Fig. 2: Experimental Group three contexts outcomes

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Fig. 3: Control Group three contexts outcomes

Several key observations stand out initially.

Firstly, it's important to highlight that the duration

of the multiple sessions was not uniform. The

control group, relying on a traditional visit, lasted

longer on average (between 35 to 40 minutes), while

the experimental group concluded their experience

in around 30 minutes or less. This discrepancy arose

from two uncontrollable factors: firstly, the

allocated museum professional spent more time

exploring themes and spaces within the museum,

and secondly, because the experimental group was

always the last one to go, we faced time constraints

imposed by school teachers. Consequently, while

most students in the experimental group finished

within the allotted time, two teams had to be rushed

through due to time restrictions. Additionally, it's

noteworthy that the sample compositions were not

identical. Two students who were supposed to be

part of the group visit (n=40) ended up testing the

application (n=44) due to a calculation error during

their separation upon arrival at the museum. Despite

these variations, we can still discern significant

differences when comparing the obtained graphics.

One notable distinction is that all three contexts

exhibit significant changes over time during the

experience. In the experimental group, the personal

context is notably heightened compared to the other

two, indicating that the gamified app was well-

received, engaging, and enjoyable. In the social

context, albeit with fewer occurrences, we observe

that social interactions integrated into the

application, such as team dynamics and element

swapping, functioned effectively as social

engagement tools that persisted over time despite

some natural fluctuations. Conversely, in the

physical context, the experimental group exhibits

fewer occurrences (Figure 2). We hypothesize that

this is due to the high demand for personal

investment and because of the digital nature of the

experience itself (mobile app). With that in mind,

students may have become immersed in the

experience, possibly losing track of their

surroundings and objects as they navigated through

the app, but there are still a few peaks over time that

can be closely connected with the app’s challenges

and prompts, such as analyzing objects and reading

captions.

Upon examining the control group (Figure 3),

we noticed that the physical context is more

prevalent, surpassing the other two that seem to

decline over time, midway through the experience.

This suggests a sudden interest in the objects or a

diminishing interest in the spoken content,

prompting visitors to seek novelty in order to pursue

or maintain engagement. Nevertheless, a

comparison of both graphics reveals a more

balanced relationship between contexts in the

experimental group, potentially indicating a well-

rounded experience [7], which is essential for long-

term knowledge retention, by contrast, in the control

group, each context seems to rely on its own. Also,

the experimental group displays a closer relationship

between the three contexts, although not formally

tested, whereas this relationship appears to be less

pronounced in the control group.

When juxtaposing the personal context within

the same graphic (Figure 4), we observe a gradual

decline in both groups over time, reaching zero

around the 30-minute mark in the experimental

group due to the experience concluding earlier than

the average duration of the control group. Moreover,

a notable trend emerges as there is nearly double the

frequency of behaviors within the first 15 minutes,

indicating heightened engagement at the onset of the

experience, which diminishes as participants hurry

towards its conclusion.

Fig. 4: Personal context in the control group and

experimental group

On the other side, the control group exhibits

smaller fluctuations, with significantly fewer

behavioral occurrences, suggesting instances where

group engagement has been improved by the

museum professional to maintain their attention

over time. It is believed that the experimental group

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was more emotionally invested in the experience, in

contrast to the control group, which had to be

pushed and motivated throughout.

Regarding social context, there's a noteworthy

contrast between the groups (Figure 5), likely

attributed to the playful nature of the application and

the inherent need for teamwork and peer interaction.

Behaviors coded within the experimental group

appear consistently more effective throughout the

visit compared to those in the control group, which

initially started strong but gradually diminished. We

assume that, although all groups stood in the

museum space as social entities, the gamified

mobile app reinforced some of the group capacities

that deal with mutual aid and effective

communication and collaboration, where several

expressions like “We´ll do it again" and “Let’s

move” were listening.

Fig. 5: Social context in the control group and

experimental group

Finally, the most significant disparity lies within

the physical context of both groups. Figure 6 shows

notable differences between the control and

experimental groups. However, it's intriguing to

note that observable physical behaviors in the

control group peak around the 20-minute mark. This

coincides with the point where the museum

professional had directed the control groups toward

a major collection of small toys’ soldiers, spending

considerable time in multiple rooms dedicated to

this collection until nearly the end of the experience.

Given this, it's reasonable to suggest that there may

have been a momentary interest in the objects that

waned over time.

In contrast, concerning the experimental group,

it's similarly apparent that there is a close relation

with peaks in the 15-minute and 20-minute mark

coinciding with the app requirements to examine

highlighted objects in the museum space in order to

respond to quiz questions and tackle challenges. It is

considered that, although the app has managed small

peak attention to objects, the nature of the mobile

app itself has imposed lesser physical behaviors

occurrences, such as looking at captions or glancing,

in comparison with the control group moving

alongside the museum professional. This

interpersonal relation between the group and the

allocated museum professional instantly enhances a

more representative physical connection, as Figure 6

shows, because there are immediate associations

between the spoken word and the materialized

objects on display, resulting in greater frequencies.

Nevertheless, we believe, based on the results, that

the app has not only contributed to physical

engagement, when needed but also to spatial

awareness because the teams had figured out how to

move through the building on their own.

Fig. 6: Physical context in the control group and

experimental group

5 Conclusions and Further Work

This study was important to preview some initial

insights regarding observable behaviors of children

aged from 8 to 12 years old during the

implementation and evaluation of the app SOS

Museum. Presented data demonstrates that the

experimental group had a more enjoyable and

engaging experience, both within personal and

social contexts in comparison to the control group,

even though both experiences have the same theme

and objectives and were delivered for the same

exhibition spaces. Also, it is safe to say that, in the

experimental group, coded frequencies are more

stable and revolve throughout time in a more similar

way, even though the physical context behaviors

show fewer frequencies. Results show that visitors

who have experienced the museum spaces with the

app could, drawing from findings [7], potentially

retain more information about preservation and

safeguarding, because, despite the obtained physical

context values, the curves are more balanced than

the ones from the guided visit, which is a good

indicator of a well-rounded and balanced experience

delivery. Nevertheless, it is still necessary to

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analyze and validate a set of questionnaires which

will assist in concluding if, in fact, any form of

knowledge retention has occurred in this group.

In the control group, frequencies are more

distressed showing a lack of socially observable

behaviors, which could undermine knowledge

retention. Learning is a socially mediated group

activity that heavily influences emotional and

intellectual competencies. Therefore, a distinct lack

of social context frequencies could annihilate

learning if not well balanced. Also, it’s important to

mention that the scarcity of occurrences in the

physical context of the experimental group is due to

the nature of the experience itself as a mobile-

oriented app. Results reveal that corresponding

peaks in the physical context address times when the

app ordered visitors, to find objects or acknowledge

and assess their material for e.g. In the control

group, corresponding peaks in the physical context

signal a more vivid interaction with the objects

because they are novelty (the case of the tiny

soldiers’ exhibition rooms), but we have also

observed and marked as further notes a shortage of

attention in some peak’s minute mark that led to

wanderers around each room as the museum

professional was speaking, that might have

contributed to the augmented number of frequencies

as well. Considering these results, it is believed that

observable behaviors have validated the app as an

engaging tool for young visitors, facilitating a range

of emotions and positive social interactions

throughout the 30-minute experience.

As future work, the app could reunite more

forms of engaging with museum collections in order

to amplify frequencies of behaviors regarding the

attention to objects and reading the objects

‘captions. In a contextualized form, we have also

come to the conclusion that structuring guided tour

visits for this type of target group should be well-

planned, in order to articulate all three contexts

systematically, regardless of the theme.

Nonetheless, it is also worth noting that both

experiences in their three contexts start with a high

number of frequencies that diminish over time, as

novelty disappears or the initial questions are

diluted. However, this study demonstrated that a

planned introduction of gamification strategies

could actually strengthen communication, fostering

engagement between peers and enjoyment,

irrespective of the theme.

Further work involves analyzing additional

approaches, to attest if there is significant

knowledge retention over time in the two groups.

Based on these results, we assert that a finely tuned

gamified experience has the potential to enhance

visitors' learning capacities. This might be evident

from the observable behaviors in both personal and

social contexts, suggesting that such strategies could

foster greater knowledge retention compared to a

traditional museum visit.

Acknowledgement:

The authors acknowledge the Portuguese

Foundation for Science and Technology (FCT) for

financial support (PhD Grant) to the corresponding

author(a) and the Research and Development Unit

CITCEM - Transdisciplinary Research Centre

«Culture, Space and Memory», for global scientific

and financial support.

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Maria Manuela Pinto

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[11] Vergo, P., The New museology. 1989,

London: Reaktion Books.

[12] Andrez, B., Zeller, M. Coelho, A. Homem,

P.M., Pinto, M.M., Interdisciplinary co-

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Contribution of Individual Authors to the

Creation of a Scientific Article (Ghostwriting

Policy)

Bárbara Andrez, has conducted the design of the

app, as well as the investigation process, data

collection/visualization and written draft.

Paula Menino Homem, has supervised the research,

prepared the draft to be published, gave feedback

and made revisions.

Maria Manuela Pinto, has oversighted the research

planning and execution, made commentary and

revisions.

Sources of Funding for Research Presented in a

Scientific Article or Scientific Article Itself

FCT - Portuguese Foundation for Science and

Technology

CITCEM

Conflict of Interest

The authors have no conflicts of interest to declare.

Creative Commons Attribution License 4.0

(Attribution 4.0 International, CC BY 4.0)

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WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT

DOI: 10.37394/232015.2024.20.32

Bárbara Andrez, Paula Menino Homem,

Maria Manuela Pinto

E-ISSN: 2224-3496

338

Volume 20, 2024