International Journal of Cyber Society and Education
Pages 1-22, Vol. 5, No. 1, June 2012
Multi-Dimensional Information-based Online Museum for History
Beginners
Bin-Yue Cui
Nagoya University/Hebei University of Economics and Business
Furo-cho, Chikusa-ku, Nagoya, 464-8601, Japan/
No. 47, XueFu Road, Shijiazhuang City, Hebei, China
binyuecui@nagoya-u.jp
Shige-Ki Yokoi
Nagoya University
Furo-chou, Cikusa-ku, Nagoya 464, Japan
yokoi@is.nagoya-u.ac.jp
ABSTRACT
The Internet has spurred the popularity of online or virtual museums that preserve
historical heritages and promote traditional cultures. However, the contents of existing
online museums are often too professional for ordinary visitors to understand. This
situation dampens visitor interest toward historical cultures or heritages, especially such
history beginners who often lack sufficient background knowledge.
In this paper, we designed and developed a prototype system for online museums for
beginners based on an investigation of existing online museums and the cognitivism of
learning and social constructivism theories. Our proposed system has several points that
are different from existing online museums: (1) it illustrates artworks with multidimensional information; (2) it integrates correlative information around artworks; (3) it
locates artworks on Google Maps based on their geographic information. Our online
museum offers great help for history beginners and will facilitate a deeper understanding
of history.
Keywords:
Online Museum, History Beginner, Investigation, Cognitivism,
Constructivism, Correlative Information, Multi-dimension Information,
Google Maps
International Journal of Cyber Society and Education 2
INTRODUCTION
Modern technology in its various forms has pervasively permeated the existing
environments of museums. “Museums are interested in the digitizing of their collections
not only for the sake of preserving the cultural heritage, but to also make the information
content accessible to the wider public in a manner that is attractive” (Sylaiou et al., 2009).
Virtual or online museums have been accepted widely and play an essential role in
popularizing historical knowledge and preserving historical heritages.
There are different definitions of online museums. The “virtual museum” establishes
access, context, and outreach using information technology (Werner, 1998). An online
museum or virtual museum is a “collection of digitally recorded images, sound files, text
documents, and other data of historical, scientific, or cultural interest that are accessed
through electronic media” (Encyclopaedia Britannica, 2010). It is usually a collection
illustrated by images, sound files, text documents, and other data of historical, scientific,
or cultural interest that are accessed through electronic media. “A virtual museum …
takes advantages of new media digital innovative implementations to display, preserve,
reconstruct, disseminate, and store collections” (Euro INNOVANET, 2008). Other names
for a virtual museum include online museum, electronic museum, hyper museum, digital
museum, cyber museum, or web museum, depending on the backgrounds of the
practitioners and researchers (Werner, 2004). In our research (Cui & Yokoi, 2010), we
designed and developed an online museum for history beginners.
Much recent research exists about educating students or the public by online
museums (Okolo et al., 2007; Rayward & Twidale, 1999; Robert A. et al., 2005) that
emphasizes on online education by new technologies. To some extent, these researches
are education-oriented methods for every online user to popularize history knowledge. In
our research, we built an online museum for history beginners and provided background
knowledge of collections in local museums by multi-dimensional information that is both
inside and outside of local museums.
In this paper, an online museum for history beginners is defined as a collection of
digitalized information resources, such as images, textual documents, 3D models, flash
documents, videos, and audio files of relics collected in physical museums. Additionally,
correlative multi-dimension information is included from other institutes online for
people with little history background or knowledge. The result raises the interest of
beginners in collections and historical heritages or cultures.
International Journal of Cyber Society and Education 3
In recent years, the term “virtual museum” has been evoked so often that a Google
search in June, 2009 garnered more than 1.1 million hits. In many cases, “Virtual visitors
to museum websites already out-number physical (on-site) visitors, and many of these are
engaged in dedicated learning” (Kravchyna & Hastings, 2002). Museums have a crucial
role in facilitating life-long learning (Roy, 2004). Virtual or online museums are not only
in vogue, but they reflect the increasing demand of online learning.
The majority of online visitors are young people or history beginners who are
usually competent with computer operation or network technologies. However,
professional introductions with complicated terms are often difficult for them to
understand. Therefore, history beginners must be enticed to have interest in history or
traditional culture as well as encouraged to learn more about history or cultures by online
museums (Cui et al., 2009).
In this paper, we investigated 30 existing online museums and designed an online
museum for history beginners, the Tokugawa Art Museum project, which addressed the
necessity of providing correlative information of collections when an item is introduced
online.
This paper is organized as follows: In Section 2, we surveyed existing online
museums from the perspective of history beginners and indicated some current issues
faced by them. In Section 3, we designed an online museum based on our survey and the
cognitivism of learning theory and social constructivism theory. Finally, we drew our
conclusions, discussed the limitation of our system, and described the future tasks.
SAMPLING SURVEY OF EXISTING ONLINE MUSEUMS FROM
PERSPECTIVE OF HISTORY BEGINNERS
As a popular way to conduct universal education, online museums provide
significant knowledge about collections, history, local cultures, and so on. However, the
question remains: is the presentation of collections suitable for history beginners? We
sampled existing online museums.
Table 1 Distribution of Samples (Jun. 2009)
Number of Online Museums
Europe
8
Asia
9
America
8
Australia
4
Africa
1
Total
30
International Journal of Cyber Society and Education 4
Analysis of Sampling Survey
The sought the usual way to present collections in virtual museums, and whether
that method is easily accessible for history beginners or young people with little history
information or knowledge.
We searched online museums by Google and selected 30 samples by locations. To
assure that the samples represent the population well, we randomly selected them from
different continents online. The distribution of the stochastic selected samples is shown in
Table 1.
As shown in Table 1, in Asia, we selected nine samples, including the Palace
Museum, the Tokyo National Museum, the Tokugawa Art Museum, and so on. Eight
samples were selected from both Europe and America. In Africa, the Egypt Museum is
very famous because of its vast rare collections of ancient Egyptian artifacts.
Consequently, it was chosen as a sample in our survey. Four online museums of Australia
were investigated.
This survey, which consisted of three main sections designed to evaluate the usual
ways of presenting collections in existing virtual museums, analyzed whether designing
an online museum for history or young people is suitable to deepen their understanding of
history or culture. This sampling survey focused on three sections:
basic information of collections
correlative information of collections
source of data: inside or outside
First, we investigated the basic information of the collections of existing online
museums. Table 2 shows data relating to how the selected virtual museums provided
online users with the basic information of their respective collections and what content
was available to the public on these web pages.
Table 2 Basic Information of Collections in Online Museums (Jun. 2009)
Items
Picture and Description
3D Models
Flash Interactive /Animation
Video or Audio
Geographic Info on Map
Europe Asia America Australia Africa Total (%)
8
9
8
4
1
30
100.00
3
2
0
0
1
6
20.00
1
3
1
1
0
6
20.00
3
3
1
3
0
10
33.33
0
1
2
0
0
3
10.00
International Journal of Cyber Society and Education 5
Table 2 indicates that the most popular way to present collections is by pictures with
relevant descriptions. In our survey, all the sampled online museums introduced their
collections in this way. Furthermore, services like YouTube, Twitter, Digg, Myspace, and
Mixx were used in some virtual museums. Users tend to share thoughts and reactions
about interesting collections with other online social communities.
In addition, 3D technologies, Virtual Reality, and Flash are commonly used in
virtual museums today. 20% of the samples presented 3D virtual tours, 3D models, or
Flash animation of collections online, allowing users to see details of the collections,
such as the bottom, top, or interior of each antique. Relevant video was sometimes
directly linked to YouTube. 33.3% of the samples, including those from the British
Museum and Field Museum, had video and audio services to introduce each collection.
All the methods will greatly help history beginners achieve a better understanding of
history or cultures.
About 10% of the sample virtual museums used maps to show the geographic
information of their collections. The Metropolitan Art Museum of New York, for
instance, displayed the distribution of art works in terms of their location based on a map
entitled “Timeline of Art History” (Figure1).
Another example is the American Museum of Natural History, whose website
featured digitally imaged objects from Africa, Europe, and Asia. Users can access an
introduction to any collection in certain areas by clicking the corresponding icons (Figure
2). Displaying information on a map is a direct way for online visitors, especially
beginners, to find something of interest, or help them understand the locations of
collections. However, the maps used in sample virtual museums are all pictures of maps
that cannot be zoomed in or out. Additionally, the icons on the maps just represent the
geographic categories of collections, not the collections themselves.
International Journal of Cyber Society and Education 6
Note: from http://www.metmuseum.org/toah/world-regions/#/06/World-Map
Figure 1 Timeline of Art History, Metropolitan Museum of Art
Note: from http://anthro.amnh.org/anthro_coll.shtml
Figure 2 Map taken from American Museum of Natural History
Second, we investigated whether there is correlative information about collections to
facilitate the understanding of history or traditional cultures for history beginners. 70% of
the sampled online museums did not give correlative information. Compared with noncorrelative information, nine online museums provided correlative information about
International Journal of Cyber Society and Education 7
related cultures, persons, events, and objects that could provoke the interest of history
beginners. However, the correlative information is insufficient, since it is always limited
to a local database (Table 3).
Although almost all correlative information came from a local database, it not only
supplements the basic information but also functions as the main point to encourage
history beginners to understanding the collections or historical heritages.
Table 3 Correlative Information of Collections in Online Museums (Jun. 2009)
Items
Correlative No
Info
Yes
Yes
Related Cultures
Related Persons
Related Events
Related Objects
Academic Papers
Europe
7
1
1
0
0
0
0
Asia
7
2
1
0
0
1
1
America
3
5
1
1
1
1
3
Australia
4
0
0
0
0
0
0
Africa
0
1
0
1
0
1
0
Total
21
9
3
2
1
3
4
(%)
70.00
30.00
10.00
6.67
3.33
10.00
13.33
Finally, 90% of the online museums failed to provide access to the databases of
other institutes or cites with related content from other partner online museums or web
pages. Table 4 indicates that merely 10% acquired data from outside databases of
cooperating partners. 90% of online museums remain self-sufficient, because their
presented collections mainly depend on data from local databases.
Table 4 Data from Outside Museums（Jun. 2009）
Items
Europe
6
Data from outsides No
sources
Yes
2
Asia
9
0
America Australia Africa
7
4
1
1
0
0
Total
27
3
(%)
90.00
10.00
Current Issues
In our sampling survey, we found the following problems for beginners or people
with little historical knowledge when they visit existing virtual museums.
(1) Illustrated artworks with 2-dimensional information. We found that 100% of samples
used a picture and a brief introduction (2-dimension) to present their online artworks.
History beginners with little background in historic events, periods, or persons will
probably be disappointed by 2-dimensional information because it fails to cater to
International Journal of Cyber Society and Education 8
their needs. Multi-dimensional information as correlative information around online
artworks is necessary to help beginners understand history or traditional culture.
(2) Only 30% of existing online museums provided correlative information about
collections, mainly restricted to a small amount of knowledge prepared in advance
from a local database. In fact, beginners need much more information. 70% of
sampled museums presented online collections in usual way.
(3) Virtual museums paid little attention to the geographic information of collections.
Online collections are generally introduced as pictures or 3D models with
descriptions. History and geography beginners and novices are probably unaware
where a collection was found or where it had been previously without the geographic
information shown on maps.
SYSTEM DESIGN OF ONLINE MUSEUM FOR HISTORY BEGINNERS
Based on the above sampling survey, a significant amount of existing online
museums is obviously not considering the need of history beginners. For such people,
online museums should be designed and built that encourage their interest in local
traditional cultures or historical knowledge to protect the world’s historical heritages.
We designed an online museum based on the research findings of cognitivism of
learning theory and social constructivism theory.
“Learning theory is an attempt to describe how people and animals learn, thereby
helping us understand the inherently complex process of learning” (Wikipedia, 2010).
This theory is underscored by three frameworks: behaviorism, cognitivism, and
constructivism. Cognitivism, which indicates a learning process from the perspective of
psychology, emphasizes that prior knowledge plays an important role in the learning
process. Jeremy (1997) states that “A large body of findings shows that learning proceeds
primarily from prior knowledge, and only secondarily from the presented materials.”
Prior knowledge will help users understand new knowledge.
Background knowledge will also benefit learners to learn and utilize new
knowledge, according to social constructivism theory. Social constructivism considers
each learner a “unique individual with unique needs and backgrounds.” Learner is also
are seen as “complex and multidimensional” (K12 Academic, 2010). From the
perspective of social constructivism, social interaction is crucial for learners to acquire
social meaning and to use it in practice by building background knowledge from social
interaction with others with related knowledge. Wertsch (1997) states that during the
International Journal of Cyber Society and Education 9
learning process, the background knowledge and culture of learns shapes the knowledge
and truth that a learner creates, discovers, and attains in the process of learning.
Regardless of prior knowledge or background knowledge, both terms are described
in the same conceptual frameworks (Strangman & Hall, 2004). Stevens (1980) defined
background knowledge as “what one already knows about a subject” (p.151). Some
researchers define prior knowledge as the entirety of an individual’s knowledge,
including explicit and tacit knowledge (Dochy & Alexander, 1995). Nicole Strangman
and Tracey Hall (2004) investigated many research references and concluded that prior
knowledge and background knowledge are quite similar and can be used interchangeably.
Based on the above theory, the primary task for developing a online museum for
history beginners is retrieving and integrating correlative information about one
collection and building the background knowledge of collections to facilitate online
learning of history by beginners.
On one hand, providing users with correlative information about one collection
builds the background knowledge of collections, addressing the situation in which users
cannot interact in online museums, which they can do in actual museums.
On the other hand, background knowledge is composed of the correlative
information of one collection, such as related historical events, persons or even
craftsmanship. The more correlative information provided, the higher is the probability
that users can discover knowledge related to their prior knowledge.
Therefore, online museum for history beginners provide multi-dimensional
information as background knowledge to support online learning.
Solutions to Current Issues
According to some current issues found in our sampling survey, we ascertained the
following solutions (Table 5).
In ordinary online museums, maps are seldom used to show visitors the geographic
information of antiques; only 10% of the samplings used maps to show the sources of
their collections. However, maps remain inadequate because they cannot be zoomed in or
out. In our system, some collections in the Tokugawa Art Museum were located on
Google Maps to allow history beginners to develop a clear idea about the geographic
information of items.
International Journal of Cyber Society and Education 10
Table 5 Solutions to Current Issues of Online Museums
Current Issues
2-Dimensional information:
Š Images
Š Brief introduction
Deficiency of correlative information
Data sources mostly limited to local
databases.
Textual Geographic information
The samples museum online seldom
expressed
geographic
info
of
collections by maps.
Solutions
Multi-dimensional information:
Build ontology model to illustrate
connections
among
correlative
information and make it available to
illustrate collections
by
multidimensional information.
Application of Online Archives:
Search for multi-dimension information
from both local DB and online archives.
Google Maps based geographic info
Visualize geographic information of
collections by locating them on Google
Maps.
History beginners have difficulty finding correlative information in the majority of
investigated online museums. In our system, correlative information is provided.
Concerning data sources, obviously, local databases can hardly provide all the correlative
information for online museums visited by history beginners. Thus, an outside data
source is required, such as information from the web pages of other websites.
Architecture of Online Museum for History Beginners
Based on the above analysis, a beginner-oriented online museum is illustrated in
Figure 3.
Compared with usual online museums, this system offers the following new points.
First, it gives history beginners correlative information from both inside and outside
the local museum. Second, Google Maps is used to display the distribution of museum
collections. Third, a route map of certain antiques shows users their journeys before
being assed to the museum.
International Journal of Cyber Society and Education 11
Figure 3 Architecture of Online Museum for History Beginners
There are two kinds of data sources in our system. One is a local database (part 2 of
Figure 3); the other is information distributed on networks (part 1 of Figure 3). In our
system, an outside resource was used by keyword retrieval by a Google search engine.
Fully exploring outside resources is another of the system’s characteristics. Logical
relationships can be simply illustrated in Figure 4.
Figure 4 Illustration of System Data Source
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In addition, history or culture experts contribute intangible knowledge to history
beginners online. They can even upload materials about one online antique or give
comments and further information about it as supplementary knowledge.
Multi-Dimensional Information in Online Museum for History Beginners
In a survey call the Information Value of Museum Website, (Kravchyna & Hastings,
2002), 63% of the interviewed on-line users, including scholars, teachers, and students,
looked for information about collections. 49% needed information about images, and
48% needed information for research. Thus, integrating different kinds of knowledge
spread across many institutes would give the final users a unique and rich experience. For
history beginners, such encompassing knowledge will provoke their interest in history
and traditional cultures.
Note: from http://www.tokugawa-art-museum.jp/artifact/room3/04.html
Figure 5 Illustration of Collections in Website of Tokugawa Art Museum
International Journal of Cyber Society and Education 13
Note: from http://www.britishmuseum.org/explore/highlights/highlight_objects/me/s/stone_lions_head.aspx
Figure 6 Illustration of Collections in Website of British Museum
When history beginners enjoy a collection online through an online museum’s
interface, they can usually see pictures and relevant introductions (Figure 5 and Figure 6).
One system, which was developed to build virtual museums also builds online
illustrations of collections with pictures and descriptions (Amigoni & Schiaffonati, 2009)
For example, a bowl was made in the Momoyama period. However, since beginners
probably know little about this historical period, they might want more details about it.
What was famous in that period? Who made that bowl? Do similar bowls exist? What
materials was it made of? Yet, no such correlative information is provided on usual
museum web sites. Thus, an illustrated collection with pictures and brief introductions is
inadequate for history beginners.
In this online museum, collections are introduced by multi-dimensional information
(Figure 7). In addition to the picture and the introduction, the following correlative
information is included antiques, persons, history events, time periods, geographic
information, and even fabrication. Introducing a collection online by multi-dimensional
information facilitates the understanding of history.
International Journal of Cyber Society and Education 14
Figure 7 Multi-Dimensional Information
History beginners can easily access the correlative information about one collection
from both internal and external databases.
Related Collections
In our system, collections will be connected by shared keywords (Figure 8). If one
antique is visited, users can easily visit other antiques that share identical keywords.
Take antique 1 for instance. Users can get information about antiques 2 and 3 by
selecting keyword 4 of antique 1. Based on keyword 4, antiques 4 and 5 can be also
visited through antique 3.
International Journal of Cyber Society and Education 15
Figure 8 Keyword based Relationship among Collections (Principle)
The process is illustrated by Figure 9 below.
Figure 9 Keyword based Relationship among Collections (User Interface)
In addition to connections among collections, relationships between collections and
history knowledge will also be provided to history beginners online in the next step of
our research.
International Journal of Cyber Society and Education 16
Collections in the Tokugawa Art Museum will be distributed on a timeline. With
this timeline, users can easily find knowledge about historical periods, events, and
characters.
Related Persons
In our system, the related persons around one collection are also available for history
beginners who can obtain more knowledge about the interpersonal relationships between
collections. Two parts of the data sources can be shown on our online museum’s user
interface. Some basic interpersonal relationship information is saved in a local database.
We also obtained some information from other web pages and showed it on our user
interface (Figure 10).
The key historical events around one historical character can also be found in our
online museum. All of these will obviously arouse history beginners’ interest and
facilitate finding more correlative knowledge online.
Figure 10 Information of Related Persons
Visualizing Geographic Information of Collections based on Google Maps
In our sampling survey, maps were used in several online museums. However, they
couldn’t be zoomed in or out or load more information except for icons, by which to
display a collection or a category of collections. In our system, a “Collection Map” was
International Journal of Cyber Society and Education 17
made that directly visualized the geographic information of collections. Beginners can
more conveniently find where the collections come from with collection maps than by
reading textual geographic information on web pages.
In 2008, Google launched its Google Maps Application Programming Interface
(API) and allowed users to embed Google Maps in any website with JavaScript. After
Google Maps was launched, its users increased dramatically and many professional
systems were developed for it (Yao-Jan Wu, 2007). The search engine ranking of key
words retrieved in 2008 showed that “map” rose from 19th to 13th (Takebe, 2009). In
this system, the basic description and collection images were uploaded on geographic
information from Google Maps.
Referring to the CIDOC Conceptual Reference Model (CRM) proposed by the
International Council of Museums (ICOM) (ICOM/CIDOC Documentation Standards
group, 2009), we defined the data dictionary of collections. In this online museum,
geographic information is divided into three kinds:
(1) Product location: Where was the antique made? We built a collection map for users
based on such geographic information by navigation of a time bar. Key history
events are also illustrated on this web page. Integrated information dissolves many
problems for history beginners when searching for correlative information online
(Figure 11).
Figure 11 Collection Map in our Prototype System
International Journal of Cyber Society and Education 18
(2) Preserving location inside the museum. Dynamic locations are changed in terms of
different exhibitions in the museum. With such information, an exhibition map
shows inside the museum is made.
(3) Previously visited locations N (1, 2, 3 …N, N>=1). Where else has the collection
been? Collections normally travelled to many places before preserved by a museum.
Figure 12 Process Diagram of Drawing the Route Map of Collections
Therefore, the previous locations of one collection should be recognized and saved
in a database. A route map of certain collections will be developed using such geographic
information from the collection. In many cases, when visitors are roaming classical or
online museums, they are curious about who previously owned the artifact. Where else
has the antique been? However, such information is rarely supplied in both kinds of
museums. Compared with the usual cases, users will learn where certain collections have
been by route maps of the collections in this online museum.
As shown in Figure 12, the preservation place, the previously visited places, and the
production place of a certain artifact are marked on Google Maps and connected by
orange lines.
CONCLUSIONS AND FUTURE WORKS
In this paper, based on a sampling survey of existing museum websites, we
identified some problems experienced while history beginners are visiting general online
museums. First, collections illustrations are mainly limited to 2-dimension informationpictures and text introductions because the collection cannot be fully presented online.
Second, only a small amount of the correlative information of collections is available
International Journal of Cyber Society and Education 19
online, hindering by users. Finally, geographic information is described by text in most
cases, which cannot directly express geographic information.
Based on the current issues, we provided relevant solutions and proposed a system
design of an online museum for history beginners. A prototype system was also
correspondingly developed. In this online museum for history beginners, we did the
following:
(1) Presented particular artworks by substituting multi-dimension information for
2-dimension information.
(2) Integrated correlative information around certain artworks to facilitate history
beginners’ understanding of history heritages and cultures.
(3) Visualized the different geographic information of antiques on Google Maps.
All of these will greatly help history beginners gain better understanding of history
and arouse their interest in historical heritages when they are roaming in exploring this
online museum.
However, some limitations must also be solved in our museum system in subsequent
research. For instance, the data from local databases does not cater to the needs of
presenting collections with multi-dimension information. Therefore, we must retrieve
related information or online archives by determining how to analyze related web pages
to verify the needed information and organize the related multi-dimension information
around one collection.
In addition, social media are becoming a popular way to generate and transfer social
knowledge. All kinds of information from professionals or laypersons around a certain
topic can be gathered. Knowledge from social media will also function as a
supplementary data source for online museums to encourage users to further study online
with those who share interests.
ACKNOWLEDGEMENTS
The authors thank the Tokugawa Art Museum who provided materials of rare
antiques and valuable suggestions.
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