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The Palenque project: evaluating interaction in an online virtual archaeology site

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Abstract

This case study evaluated the effect on cultural understanding of three different interaction modes, each teamed with a specific slice of the digitally reconstructed environment. The three interaction modes were derived from an initial descriptive theory of cultural learning as instruction, observation and action. A major aim was to ascertain whether task performance was similar to the development of understanding of the cultural context reached by participation in the virtual environment. A hypothesis was that if task performance is equivalent to understanding and engagement, we might be able to evaluate the success of virtual heritage environments (through engagement and education), without having to annoy the user with post-experience questionnaires. However, results suggest interaction in virtual heritage environments is so contextually embedded; subjective post-test questionnaires can still be more reliable than evaluating task performance.

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Acknowledgments

An Australian Research Council SPIRT grant in collaboration with Lonely Planet Publications supported this research: special thanks to Dr Ron Gallagher from Lonely Planet. Dr Graham Hepworth provided valuable statistics consulting.

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Authors and Affiliations

  1. Auckland School of Design, Massey University, Auckland, New Zealand

    Erik Champion

  2. Department of Infrastructure Engineering, University of Melbourne, Parkville, VIC, Australia

    Ian Bishop

  3. Faculty of Architecture, Building and Planning, University of Melbourne, Parkville, VIC, Australia

    Bharat Dave

Authors
  1. Erik Champion
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  2. Ian Bishop
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  3. Bharat Dave
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Correspondence to Erik Champion.

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Champion, E., Bishop, I. & Dave, B. The Palenque project: evaluating interaction in an online virtual archaeology site. Virtual Reality 16, 121–139 (2012). https://doi.org/10.1007/s10055-011-0191-0

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  • DOI: https://doi.org/10.1007/s10055-011-0191-0

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