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A systematic review of the pedagogical roles of technology in ICT-assisted museum learning studies

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Abstract

Technologies used inside and outside museums generate brand new perspectives and learning areas for museum learning. This study analysed 45 empirical studies that included technological tools used in museums as well as those tools that dealt with the museum’s visitor’s learning achievements. The results of the study show that a variety of cognitive and affective skills have been achieved in ICT-assisted studies. Having different dimensions of interaction, such technologies can be used for different purposes, such as providing general guidance, synthesizing museum learning, consolidating knowledge, designing or experimenting, and/or offering individual experiences with personalized technologies. On the other hand, it appears that technology is still not being used efficiently to the fullest extent of its potential. Therefore, it is recommended that further studies should present more suitable technologies that fit individual differences, have a capacity to increase social interactions, contain enriched specifications, and can be used in a variety of environments.

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Funding

This study was supported by TUBITAK (Scientific and Technological Research Council of Turkey) [Grant Number 220K078].

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  1. Department of Computer Education and Instructional Technology, Kazim Karabekir Faculty of Education, Ataturk University, Erzurum, 25240, Turkey

    Türkan Karakuş Yılmaz

  2. Department of Social Sciences Education, Ataturk University, 25240, Erzurum, Turkey

    Elif Meral

  3. Department of Primary School Education, Ataturk University, 25240, Erzurum, Turkey

    Zeynep Başcı Namlı

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  1. Türkan Karakuş Yılmaz
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Karakuş Yılmaz, T., Meral, E. & Başcı Namlı, Z. A systematic review of the pedagogical roles of technology in ICT-assisted museum learning studies. Educ Inf Technol 29, 10069–10103 (2024). https://doi.org/10.1007/s10639-023-12208-3

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