GRIT PALIMPSEST

2011

Archaeological museums can be boring to many people because they do not connect to the personal narratives they carry with them and constantly re-build. Indeed, memory institutions need to sustain and even reinforce their attractiveness if they do not want to find themselves standing still “on the conveyer belt of history”. They must make cultural heritage more engaging, especially for the young generations of ‘digital natives’. A challenge for cultural heritage sites is to capitalize on the pervasive use of such media, while also facing the competition from the leisure-based industry, which attracts visitors through spectacular experiences that include educational and cultural qualities. This is where novel research kicks in. Recent investigations in interactive digital storytelling, personalization and adaptivity, and mixed reality, coupled with mobility-enabling systems, promise a lot to make archaeological knowledge more effectively and engagingly conveyed to the public. The aim...

Lecture Notes in Computer Science, 2014

Lecture Notes in Computer Science, 2003

The Journal of …, 2003

2014

In this work, we describe the basic elements of an effort towards achieving personalized storytelling for museum visits in the context of the CHESS project, with a focus on the profiling techniques employed.

Museums as intelligent environments workshop (MasIE), Proceedings of the 9th International Conference on Intelligent Environments, 2013

2016

In our research we focus on the education of high rank families in Hungary. By doing a prosopographical investigation we see the connection between home and school education in dualism; expectations and requirements needed to meet by schools and how they wanted to realize them. The two inspected grammar schools were chosen by surprisingly many Transylvanian families – for their elite nature and colourful educational programs adopting to the aristocratic traditions. Earlier we had members of four families inspected and now we take members from four other Transylvanian aristocratic families (Barons Josika and Majthenyi, Counts Klebelsberg and Mikes). Our resources were school and admission reports, lists of students. Our questions of research: how many years the students spent in the schools in what status; which subjects they chose to learn and what things we know about their previous and later studies. Our results show that the aristocratic boys applied for the secondary schools typ...