Mobile and Ubiquitous Personalised Technologies and Applications in Heritage Education and Museum Learning Environments

Dear Colleagues,

As guest editors of this Special Issue of Education Sciences, we are planning to focus on the topic of “Mobile and Ubiquitous Personalised Technologies and Applications in Heritage Education and Museum Learning Environments”.

Technology has changed and will continue to advance at a rapid rate, providing access to learning wherever and whenever users need it, therefore establishing a ubiquitous learning environment. Ubiquitous computing environments should be viewed through the lens of the teacher and the learning environment in which all students have access to mobile learning devices at any time and in any location.

Furthermore, for more than a generation, researchers from academia and the cultural heritage (CH) field have worked on describing and understanding the GLAM (Galleries, Libraries, Archives, and Museums) visitor experience better. Research has been performed regarding who visits GLAMs, what visitors do, and what visitors learn from their visits. However, only rarely has research been performed using methods that allow an understanding of the whole visitor and the whole learning experience.

Therefore, personalised learning via mobile devices or ubiquitous technologies in GLAMs is a recent trend gaining traction on a global scale, offering new avenues for enhancing and promoting heritage education and museum learning. Many GLAM teachers and curators have accommodated mobile and ubiquitous technology as a means of facilitating individualised learning. One thing is certain: mobile devices and ubiquitous technologies are handy instruments frequently utilised for informal education. The widespread use of phones, smartphones, tablets, and wearables for everyday activities demonstrates both the broad appeal of personalised learning and the potential to advance the concept of personalisation in GLAM education at all levels.

This Special Issue aims to promote new methods, pervasive applications, and platforms related to the application of digital technologies in heritage education and museum learning environments. The scope of this Special Issue includes designing and employing digital education applications, as well as theoretical development, educational demonstrations, distance learning and teaching, empirical studies, case studies, action research studies, and practices of adapting technology with ubiquitous mechanisms for GLAM education.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

• Personalised applications in heritage education and museum learning;
• Serious games in heritage education and museum learning;
• Digital storytelling in education and museum learning;
• Artificial Intelligence techniques applied to GLAM education;
• Distance learning and teaching;
• Empirical studies in GLAM education;
• Interface design in GLAM education;
• GLAM learning digital tools;
• Education technology in GLAMs;
• Gamification in GLAM education;
• Interactive learning environments in museums;
• Learning analytics and backward design in museums;
• Learning and GLAM management systems and tools;
• Multimedia design in GLAM education;
• Remote learning and online teaching in GLAMs;
• Virtual learning GLAM environments;
• Virtual reality and augmented reality learning GLAM environments;
• Social media in education and museum;
• Digital cultural heritage;
• Human–machine interactions in VR/AR environments;
• Digital twins in cultural heritage.

We look forward to receiving your contributions.

Dr. George Caridakis
Dr. Markos Konstantakis
Dr. Alexandros Teneketzis
Guest Editors

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• ubiquitous learning in GLAMs
• personalised educational applications in GLAMs
• serious games in GLAM education
• digital storytelling in GLAM education
• virtual learning GLAM environments
• museum learning digital tools