A study of mobile guide system: Using the public arts on campus as an example

• Main Authors: Lin, Ting-Sheng, 林庭陞
• Other Authors: Young, Shelley Shwu-Ching
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/50704638608394653235

碩士 === 國立清華大學 === 資訊系統與應用研究所 === 99 === Recently there has been a shift in attention about art education from a focus on the creating activity to an emphasis on helping people experience art in their daily life, and art appreciation learning has been growing important. Therefore, the purpose of this research was to examine the effects of combining art appreciation theory and worksheet design into a cellular-phone-based mobile guide for appreciating public arts on campus. There were two stages in this study which were “Development Stage” and “Experiment Stage”. In the “Development Stage”, the design concepts were firstly obtained by literature review and needs survey, and then proceeded to designing, developing and testing. Finally, a system contained the following functions, including was finished called “OhMyArt!”, which combined website platform for desktop and mobile guide for mobile devices. The mobile guide system integrated GPS, mobile map, audio guide, file uploading functions and artwork introduction. A “Step-by-step Appreciating Guiding Material” was developed by integrating the theories of art appreciation and learning method of worksheet design into the “OhMyArt!” system. In the “Experiment Stage”, 40 college students from a university in north Taiwan volunteered as research subjects, and they used the “OhMyArt!” on their own to explore the public arts on campus. There are three phases involved in the learning activity. The subjects were divided into two groups, experiment group that was reguired to use the "OhMyArt!" with the "step-b-step Appreciating Guiding Material", and control group that use the "OhMyArt!" without but was given the function with file uploading only. Qualitative and quantitative methods were used to collect and analyze the data including Descriptive statistics, Paired-sample T test, Independent samples T test. Documents from user feedback, worksheets, experiment record, and system logs were used to evaluate the learning performance and satisfaction of the system. Overall, regarding the acceptance of art appreciation learning activity and the performance of “OhMyArt!” for just-in-time learning, it was found that “OhMyArt!” adequately allowed the users to acquire appreciation information any time anywhere, meanwhile help the users to gain knowledge of public artworks and to become more familiar with campus environment immediately, and to stimulate the users’ interest in public art learning. Overall, the users are satisfied with the design of learning activity, the interface, and the mobile map of “OhMyArt!”. The advantages of using “OhMyArt!” with guiding material are found as the following: 1. Guiding the users to think more profoundly about the meaning of the artwork, and step by step to appreciate art works more rationally. 2. Allowing the users to be engaged more in the art appreciation learning activity. 3. Helping the users to look into the relationship between public artwork and surroundings. 4. Encouraging the users to appreciate artwork from different aspects. For future study, some suggestions are made for designing the learning material of art appreciation on mobile guide, mobile map, and interface of mobile devices with small screens. In addition to improving the functions of “OhMyArt!”, some directions are provided for future research, such as conducting “OhMyArt!” with formal art learning and collaborative learning.