Scholarlink

This study investigates the impact of integrating augmented reality (AR) and generative artificial intelligence (AI) into museum learning experiences to enhance sustainability decision-making. The research explores how these technologies can engage museum visitors of all ages in sustainability education by developing a gamified mobile AR quest embedded with AI-driven educational content. The study was conducted at the inatura museum in Austria, where visitors participated in an AR quest that utilised AI-generated recommendations aligned with the United Nations Sustainable Development Goals (SDGs). Findings (n = 51) reveal that the AI-powered AR quest (SusQuest) was practical, attractive and stimulating while significantly improving visitors’ experience in sustainability decision-making across all age groups and particularly among younger audiences. However, while the quest enhanced the experiential aspect of sustainability education, it did not significantly increase visitors’ overall awareness regarding sustainability decisions. The study highlights the importance of balancing cognitive demands and engagement in designing effective educational tools for diverse audiences and synthesises key design insights for public education.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Enhancing Sustainability Decisions: AR and AI in Gamified Public Education for Environmental Decision-Making

  • 会议论文

  • 发表日期：

    2025年

查看全文
  • Patrick Jost,
  • Sebastian Rangger,
  • Julia Lehmann

摘要

This study investigates the impact of integrating augmented reality (AR) and generative artificial intelligence (AI) into museum learning experiences to enhance sustainability decision-making. The research explores how these technologies can engage museum visitors of all ages in sustainability education by developing a gamified mobile AR quest embedded with AI-driven educational content. The study was conducted at the inatura museum in Austria, where visitors participated in an AR quest that utilised AI-generated recommendations aligned with the United Nations Sustainable Development Goals (SDGs). Findings (n = 51) reveal that the AI-powered AR quest (SusQuest) was practical, attractive and stimulating while significantly improving visitors’ experience in sustainability decision-making across all age groups and particularly among younger audiences. However, while the quest enhanced the experiential aspect of sustainability education, it did not significantly increase visitors’ overall awareness regarding sustainability decisions. The study highlights the importance of balancing cognitive demands and engagement in designing effective educational tools for diverse audiences and synthesises key design insights for public education.