Most of the museum's family digital interactive programmes are designed for children, and research regarding the family as a learning unit is lacking. Towards this end, we have been exploring how digital resources exist within the family museum experiential learning process and how it can be tailored to support adult groups participating through motivational and creative tools. Based on Kolb's experiential learning theories, this study examines the Kelvingrove Art Gallery and Museum as a case study to explore how digital resources to mediate emotional attachments are exploited to reshape intergenerational family museum experiences. First, we identified three key limitations regarding the use of digital resources for an intergenerational project from an experiential learning perspective: lack of motivation, learning material issues, along with emotional and learning isolation. Second, the design variables were clarified in conjunction with stakeholder insights to develop the CoME museum memory system, which included components for guiding, preserving and reviewing. Next, we tested the system prototype and analysed its data. This programme showed that by introducing emotional attachment touchpoints, it can facilitate a shift from child‐centred to family as a learning and co‐creation unit, which consists of rich learning materials, new ways of engaging and a connectable and shareable learning network. We suggest that future family digital projects should focus on shifting the narrative perspective of exhibits from static to dynamic, integrating physical and virtual souvenirs and stimulating different motivations for learning transfer, to enhance meaningful intergenerational family interaction and create a continuous cycle of family museum knowledge.

中文翻译：

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家庭作为体验式学习单位：在博物馆中调解情感依恋的数码资源


博物馆的大多数家庭数字互动项目都是为儿童设计的，缺乏关于家庭作为学习单元的研究。为此，我们一直在探索数字资源如何存在于家庭博物馆体验式学习过程中，以及如何对其进行定制以支持成人团体通过激励和创意工具参与。基于 Kolb 的体验式学习理论，本研究以 Kelvingrove 艺术画廊和博物馆为案例研究，探讨如何利用数字资源来调解情感依恋来重塑代际家庭博物馆体验。首先，我们从体验式学习的角度确定了在代际项目中使用数字资源的三个关键限制：缺乏动力、学习材料问题以及情感和学习孤立。其次，结合利益相关者的见解阐明了设计变量，以开发 CoME 博物馆记忆系统，其中包括用于指导、保存和审查的组件。接下来，我们测试了系统原型并分析了其数据。该计划表明，通过引入情感依恋接触点，它可以促进从以儿童为中心转变为家庭作为学习和共同创造的单元，其中包括丰富的学习材料、新的参与方式以及可连接和可共享的学习网络。我们建议未来的家庭数字项目应专注于将展品的叙事视角从静态转变为动态，整合实体和虚拟纪念品，激发不同的学习迁移动机，以增强有意义的代际家庭互动，并创造一个持续的家庭博物馆知识循环。