Abstract
Cultural relics and monuments are the tangible embodiments and carriers of humanity's core wisdom and culture, possessing significant educational and dissemination value. However, existing research on their digitization often lacks comprehensive guiding theories to enhance on-site tour experiences, leading to a shortfall in meeting the cultural learning needs of visitors in terms of narrative, immersion, and interaction. Addressing this gap, this paper presents an immersive interactive game design framework, specifically crafted for cultural relics and monuments. This framework integrates the principles of situated cognition theory with the features of immersive technology.
We applied this framework in the development of "Voices of Yungang," an immersive interactive game using the Yungang Grottoes as its thematic learning environment. The game's effectiveness was evaluated using a mix of research methodologies, including questionnaires, knowledge tests, and semi-structured interviews. Our findings indicate that "Voices of Yungang" has a positive influence on enhancing learning effectiveness, enriching the educational experience, and fostering learner initiative. This study not only contributes to the theory and practice of digital education for cultural relics and monuments but also offers empirical insights for future research in this field.
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Acknowledgments
This work was supported by a research grant from Shenzhen Key Laboratory of next generation interactive media innovative technology (Funding No: ZDSYS20210623092001004), and the Center for Social Governance and Innovation at Tsinghua University, a major research center for Shenzhen Humanities & Social Sciences Key Research Bases.
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Wang, Y. et al. (2024). Immersive Interactive Game Design for Cultural Relics and Monuments Based on Situated Cognition Theory. In: Fang, X. (eds) HCI in Games. HCII 2024. Lecture Notes in Computer Science, vol 14730. Springer, Cham. https://doi.org/10.1007/978-3-031-60692-2_13
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