A cyclical learning model to promote children’s online and on-site museum learning
| Published date | 03 April 2017 |
| DOI | https://doi.org/10.1108/EL-01-2016-0021 |
| Date | 03 April 2017 |
| Pages | 333-347 |
| Author | Tien-Yu Hsu,Hsin-Yi Liang |
| Subject Matter | Information & knowledge management,Information & communications technology,Internet |
A cyclical learning model to
promote children’s online and
on-site museum learning
Tien-Yu Hsu and Hsin-Yi Liang
Department of Operation, Visitor Service,
Collection and Information Management,
National Museum of Natural Science, Taichung, Taiwan
Abstract
Purpose –This paper aims to propose an online and on-site cyclical learning model (OOCLM). It considers
how combining digital applications can promote a museum’s virtuous learning cycle between online and
on-site spaces for children.
Design/methodology/approach –A practical cyclical learning service has been successfully
implemented in a science museum in Taiwan. This provides a thematic game-based learning environment,
allowing all the children to create their unique museum experiences before, during and after their visit. A
questionnaire was developed to examine the children’s perceptions of the OOCLM to ascertain whether they
were satised with the pre-visit, on-site visit and post-visit services offered.
Findings –The learning model considered the contextual factors that inuence digital applications in
museums. The digital and physical resources are well integrated, and the museum’s online and on-site services
are linked to effectively promote children’s cyclical learning.
Practical implications –The results show that most of the children highly appreciated the learning
model. The model presents an interactive learning environment for children’s cyclical learning and repeat
visits.
Originality/value –The OOCLM considers the related contextual inuences of digital applications in
museum learning; it effectively bridges the museum’s online and on-site services to promote the museum’s
virtuous learning cycle and long-term museum learning resource management. This study provides a
benchmark example to develop sustainable cyclical learning services for target visitor groups and to motivate
their long-term interaction with the museum.
Keywords Museums, Game-based learning, Contextual model of learning, Online and on-site,
Virtual and physical
Paper type Technical paper
Introduction
In recent years, digital technologies have been widely used in museums to enhance children’s
learning experiences. These technologies include Web-based services (Marty, 2007;Parry,
2013), ubiquitous learning applications (Chu et al., 2010;Lin and Lan, 2012;Shih et al., 2011),
game-based learning (GBL) programmes (Hong et al., 2013;Sintoris et al., 2010) and
augmented reality (AR) applications (Chiang et al., 2014;Kamarainen et al., 2013). Previous
research has indicated that digital applications only have a positive inuence on museum
learning if they are used effectively within the context of the museum (Bowen et al., 2008;
Falk and Dierking, 2013). To develop and evaluate the digital applications in museum
contexts, many studies apply the contextual model of learning (CML) in museum service
The authors would like to thank the Ministry of Science and Technology, Taiwan, ROC, for nancial
support for this research. The contract number is registered as MOST 104-3114-Y-084-014.
The current issue and full text archive of this journal is available on Emerald Insight at:
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Cyclical
learning model
333
Received 26 January 2016
Revised 25 April 2016
Accepted 2 July 2016
TheElectronic Library
Vol.35 No. 2, 2017
pp.333-347
©Emerald Publishing Limited
0264-0473
DOI 10.1108/EL-01-2016-0021
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