In that sense, we want to highlight the research project Art on the move because is focused on the use of Mobile media for art interpretation in the space of an Art Museum (Ian Brown, 2009). The research developed two innovative case studies which use a mobile technology, as the basis for an educational experience, through the exploration of the visual arts education. This research has some points in common with our research as an innovative interpretative strategy for art education in museum, the use of an advance technology and even the sample, because Art on the move use undergraduate students of the Education degree of the University of Wollongong (Australia), one of the collective of the sample in our research. “Through this App, users can touch the screen of smartphones, and then the artefact will sit or stand; laugh gently or move like a comic actor” (Hsiang Hsu & HwaWang, 2013). This fact could give very interesting results in terms of level of engagement of the App because the fact of an art of work come alive could be very impressive for users. Related to our research purposes the experiences analysed about “satisfaction and situational interest” are very interesting for us.
However, from our point of view the point is not the quantity of information, but what kind of information provided, to satisfy the interests of any kind of visitor is needed to provide information beyond to the Wikipedia, because if not, the information will be traditional, based on formal description and the visit experience will maintain passive even using PDA or iPad. The reason for that, could be the difficulties to control the variables that affect over other kind of public, but the results of the project Tate Modern Multimedia Tour pilot, (Proctor and Burton, 2004) prove the high potential of developing resources of art interpretation in adults as a part of the general public in Art Museums, as our research claim to prove as well. However, the most part of them are out of our research interests because are focused just on the formal context of education. However, the most remarkable aspect of the project related to our interests is the educational feature of the application. On the other hand, related to the technical features and learning-interpretative strategies, as Kukulska-Hulme et al.
It means that other kind of audiences, as adults, were not object of the research related to the informal learning context. According to the author one challenge to this kind of experience is to provide sufficient additional information to satisfy a high variety of visitor interests. The second one it is very early to have the results about the current research projects because many of them are been developing currently. However, we do not have the results of the project yet because the data of the questionnaires are been analysed. In the Spanish context, research projects about Mobile learning have been carried out just in the last five years. Finally, the projects are devoted to design and implementation of mobile devices for learning, as well as the evaluation of learning, opening the door to other subjects of the sample as the last two projects reviewed. After this review about research projects of Mobile learning on more than the last ten years, we can assert some statements. The outcomes of the research are a new motivating and engaging experience for the learner through the true sense of a mobile learning experience. In conclusion, “visitors wanted more of everything: more objects on the tour, and more information about each” (Proctor & Burton, 2004:129). This project is linked with our research interests in terms of the sample of the experience, is focused on the general public of an Art Museum.
It includes twenty artifacts of the Museum which are designed to come alive in the section of “interaction of virtual artifacts”. María Victoria López Benito
Mobile learning, including Museums and especially art museum settings. Much more recent research is the evaluation in terms of learning experience of the smartphone application “Discovery NPM” for the National Palace Museum in Taipei (Taiwan). Among these innovations are included Geo-learning, learning in and about locations, Learning from games, exploring the learning possibilities of digital games, MOOCs, the massive open on-line courses or seamless learning, very linked with Mobile learning because is referred to connect learning experiences across the contexts of location, time, device and social setting. In that sense, it proved that mobile media could be useful for Art interpretation for general public, camiseta athletic de bilbao there is just to develop the more adequate message and strategy for them. 2013); they explore the critical factors for success in Education in the 21st Century strongly influenced by technology. The mobile technology involved the use of the iPod as a resource for learning; it shows an advance of the technical aspect. In the empirical study carried out about this aspect (Wessel & Mayr, 2007) visitors of an exhibition could retrieve additional information about the work of arts on ther PDA’s including articles from Wikipedia.