Museums in the Era of Digital Revolution. Persuasive Communication and Multimodal Approaches for Overcoming the Digital Divide
The museum, intended as a mere container aimed only at the conservation of objects, has long since given space to activities of cultural production and promotion that have finally allowed the entry of new forms of communication. Based on dynamic storytelling and multimodal information, they propose to implement an effective dialogue with the anthropological, economic, social and cultural context, activating a set of various activities aimed at conveying complex and constantly evolving messages. From the simple linear and didactic communication mode, we move toward informative, persuasive and educational communication. But the most interesting aspect of this evolution is that it has strongly modified the exhibition logics and the ways in which cultural contents are used by the public. Based on these premises, we present in this article the results of some methodological approaches experimented in different museum installations. They consider different criteria, from passive to active visit, from serious games to immersive enjoyment.
KeywordsMuseum communication Virtual 3D Multimodal Persuasive
Thanks to Niki Masini for having strongly supported the communication project of the castle of Calvello and to Davide Tanasi for the archaeological consultancy in the docudrama on Pompei. The 3D modeling of the docudrama was made with the contribution of Massimiliano Passarelli and Claudio Germinario. Special thanks to Federica Gabellone, for English translation.
- Anolli L, Mantovani F (2011) Come funziona la nostra mente. Apprendimento, simulazione e Serious Games. Il MulinoGoogle Scholar
- Corti K (2006) Games-based Learning; a serious business application. PIXELearning Limited. www.pixelearning.com/docs/games_basedlearning_pixelearning.pdf
- Mantovani S (2001) Infant toddler centers in Italy today: tradition and innovation. In: Gandini L, Edwards CP (eds) Bambini: the Italian approach to infant/toddler care. Columbia University Press, New York, pp 146–183Google Scholar
- Michael D, Chen S (2006) Serious games: games that educate, train, and inform. Thomson Course Technology, BostonGoogle Scholar
- Rashty D, Neign B, Chen B, Nitsani U (1997) Traditional learning vs. e-learning. Israel Government Internet CommitteeGoogle Scholar
- Schooler JW, Eich E (2000) Memory for emotional events. In: Tulving E (ed) The oxford handbook of memory. Oxford University Press, Oxford, pp 379–392Google Scholar
- Titthasiri W (2013) A comparison of e-learning and traditional learning: experimental approach. Int J Inf TechnolGoogle Scholar
- American Psychiatric Association (2000) Diagnostic and statistical manual of menthal disorders-text revision, 3rd edn. American Psychiatric Association, Washington, DCGoogle Scholar
- Barkley RA (1990) Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. Guilford, New YorkGoogle Scholar
- Huizinga J (1973) Homo ludens, EinaudiGoogle Scholar
- Gabellone F, Lanorte A, Lasaponara R, Masini N (2013) Development of a serious game on the history of a medieval village based on remote sensing. In: Proceedings of the 4th EARSeL workshop on cultural and natural heritage “earth observation: a window on the past”, Matera, Italy, 6–7 June 2013. ISBN 978-8-88-9693254. http://www.earsel.org/SIG/NCH/4th-workshop/proceedings.php