Digital storytelling platforms have proven to be a great way of bringing cultural heritage closer to people. What lacks is a deeper understanding of the user experience of such systems, especially in multi-platform digital storytelling. For the last three years, we have been developing a project called Spotlight Heritage Timisoara, which is at its core a digital storytelling platform for the city of Timisoara (Romania), soon to be European Capital of Culture in 2023. The project consists of a website, mobile applications, and interactive museographic and street exhibitions. This paper presents a multi-platform usability evaluation study which employed semi-structured interviews, observations, think-aloud protocol, SUS questionnaire, Net Promoter Score and Product Reaction Cards to gather insights from 105 participants and reveal usability problems in the Spotlight Heritage context. We found out that the four platforms, i.e., interactive touchscreen table, desktop/laptop, mobile and Augmented Reality, have very good usability scores, are considered accessible and useful, work seamlessly together, and create user satisfaction and loyalty, across demographic groups, having the potential to bring people closer to cultural heritage.

This paper presents data from two international projects focused on the interaction between changemaking and digital making in university students. The data is drawn from the contributions of 63 university students located in the United States, Romania, Spain, Belgium, Norway, Denmark and England. Using a design thinking methodology and a thematic analysis of student responses, the aim was to understand how the creative use of immersive technologies, such as augmented and virtual reality, might create an environment for changemaking practices in an international context. Findings suggest that students demonstrated not only enhanced digital skills and student engagement but increased cultural competence and global mindfulness. International digital collaboration can create conditions for students to develop changemaker attributes and identify as changemakers within the spheres of entrepreneurship and education, preparing them to be a force for change in the world.

Lack of guidelines for implementing distance learning, lack of infrastructure, lack of competencies, and security-related problems were the challenges met during the pandemic. These challenges firstly fall on the administration of a higher education institution. To assist in solving the challenges of the pandemic for the administration of a higher education institution, the paper presents several models for the organization of the processes of distance learning. These models are as follows: a conceptual model of distance learning, a model of strategic planning of distance learning, a model of the assessment before the start of distance learning, a model of the preparation for distance learning, and a model of the process of distance learning and remote work. Student profile, lecturer profile, organizational environment, assessment, and planning of the infrastructure of information and communication technology (ICT), assessment and planning of the virtual learning environment, and assessment of distance learning competencies of participants of the study process are also considered. The developed models are based on five main processes of instructional design, i.e., analysis, design, development, implementation, and evaluation. The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by Cronbach’s alpha coefficient that is above 0.9.

Eye-tracking technologies have matured significantly in recent years and have become more affordable and easier to use. We investigated how eye-tracking technology can be applied to evaluate the usability of mobile augmented reality applications with historical images for urban cultural heritage. The experiment involved a series of complex user evaluation sessions, combining semi-structured interviews, observations, think-aloud protocol, SUS questionnaire, and product reaction cards, complemented by eye tracking, to gather insights on the Spotlight Timisoara AR mobile application, part of a digital storytelling multiplatform for the city of Timisoara (Romania), soon to be European Capital of Culture in 2023. The results indicate strong and weak aspects of the application, both as expressed by the participants and as derived from analyzing the eye-tracking data. The paper also lists the main challenges we identified in using eye-tracking equipment to evaluate the usability of such mobile augmented reality applications for urban outdoor heritage.

Purpose: Short videos, also known as micro-videos, have emerged as a platform for sharing ideas, experiences and life events via online social networks. This paper aims to share preliminary results of a study, involving students from two universities who created six-second videos using the Vine mobile app to explain or illustrate technological concepts. Design/methodology/approach: Students were assigned the task of creating a Vine video to demonstrate their understanding of an assigned technological concept. A survey, performed after creating their micro-videos, asked students about the technology tools they use that allow them to be creative, their current personal digital literacy skills and the extent to which they are able to express a complex concept in a simple way. The study categorizes the students’ micro-videos to determine which formats might be most effective in demonstrating technology learning. Findings: An analysis of their videos shows that the six-second constraint often inspires creativity and critical thinking, as students need to carefully consider the message they wish to convey, and how they can do so effectively in a compelling micro-video. The creation of such videos provides an effective way to demonstrate student learning and digital literacy skills. Research limitations/implications: The study presents preliminary results gathered during one semester, with 68 videos created by 75 students. Practical implications: Micro-video platforms are popular among today’s students, whose increased use of social media, dependence on mobile devices and desire for constant connectivity enable new outlets for creativity and communication. This study examines the introduction of a micro-video platform, which many students already use in their personal lives, in an educational context to develop their technology and digital literacy skills. Social implications: Students learn to use an emerging social media platform as a vehicle to inspire creativity and learning. Originality/value: This study explores and shares preliminary results related to the use of micro-videos for demonstrating technology learning and developing digital literacy skills in the information technology classroom.

The exploration of city culture and heritage has gone through a fundamental transition in today's digital world, boosted by the introduction of extended Reality (XR) technologies such as Virtual Reality (VR), Mixed Reality (MR), and Augmented Reality (AR). These developments have provided new opportunities for individuals to profoundly engage with historical narratives and artistic expressions inherent in urban environments. Despite these technical advancements, a critical research gap remains in properly combining these immersive technologies with gamification principles to improve cultural exploration. This study seeks to fill this gap by studying the integration of gamification into XR settings, with the goal of increasing participant engagement, cooperation, and interaction while digging into the various layers of a city's history and artistic heritage. Two complementary use cases are presented: one centred on VR and the other on MR, both of which provide unique immersive experiences customised to exploring city culture. Gamification ideas are implemented into these use cases, with game elements used to encourage user involvement and participation within historical and artistic settings. Students are actively involved in the development of cultural heritage applications, highlighting the value of educational engagement. To assess the success and validity of this approach, a System Usability Scale (SUS) questionnaire is distributed to users participating in these immersive experiences. The survey findings evaluate user perceptions, satisfaction levels, and the effectiveness of gamification aspects in improving their understanding and connection to the city's heritage. The VR application received a score of 71.77 (out of 100), while the MR application received a score of 65.94 (out of 100), both being very close to the average SUS score of 68. Moreover, to improve the rigour of our evaluation, the User Engagement Scale (UES) is also incorporated. The UES results indicate that participants felt more immersed in the MR application (4.33) compared to the VR application (3.57). This difference may be attributed to the MR application's ability to integrate interactive elements with the real-world environment, enhancing the sense of presence and relevance for users. Both applications had similar perceived usability scores, while the MR app slightly outperformed the VR app in aesthetics and rewarding factors, suggesting a better overall user experience.