betekintés - Human-Computer Interaction - # Integrating Large Language Models and Virtual Reality for Cultural Heritage Preservation and Education

Enhancing Cultural Heritage Preservation and Education through Integrating Large Language Models and Virtual Reality

Q: How can the integration of LLMs and VR be further expanded to preserve and disseminate other forms of intangible cultural heritage beyond traditional sports?

The integration of Large Language Models (LLMs) and Virtual Reality (VR) can be expanded to preserve and disseminate various forms of intangible cultural heritage (ICH) by leveraging their capabilities to create immersive, interactive experiences that engage users in diverse cultural narratives. For instance, LLMs can be utilized to develop chatbots that guide users through virtual reenactments of traditional ceremonies, festivals, or storytelling sessions, allowing participants to experience these cultural practices firsthand. Moreover, VR environments can be designed to simulate historical contexts, enabling users to explore the cultural significance of rituals, music, dance, and oral traditions from different regions. By incorporating multimedia elements such as audio, video, and interactive artifacts, these experiences can provide a richer understanding of the cultural heritage being presented. Additionally, partnerships with local communities can ensure that the content is authentic and representative of the cultural practices being showcased. This collaborative approach can help document and preserve endangered traditions, while also fostering a sense of ownership and pride among community members. By expanding the application of LLMs and VR to various forms of ICH, we can create dynamic educational tools that not only inform but also inspire users to engage with and advocate for the preservation of their cultural heritage.

Q: What potential biases or limitations might arise from relying on LLMs for cultural heritage education, and how can these be addressed?

Relying on LLMs for cultural heritage education may introduce several biases and limitations, primarily stemming from the data on which these models are trained. One significant concern is the potential for cultural misrepresentation or oversimplification, as LLMs may generate responses based on generalized or skewed data that do not accurately reflect the nuances of specific cultural practices. This can lead to the perpetuation of stereotypes or the omission of critical cultural elements. To address these biases, it is essential to implement a multi-faceted approach. First, curating diverse and representative training datasets that include voices from various cultural backgrounds can help mitigate bias. Engaging cultural heritage experts and community representatives in the development process can ensure that the content generated by LLMs is accurate and culturally sensitive. Furthermore, incorporating feedback mechanisms within LLM-powered applications can allow users to report inaccuracies or provide insights, fostering a continuous improvement loop. Regular audits and updates to the LLMs, informed by ongoing research and community input, can also help maintain the relevance and accuracy of the educational content. By proactively addressing these biases and limitations, we can enhance the educational quality and authenticity of LLM-driven cultural heritage applications.

Q: What role can interdisciplinary collaboration between cultural heritage experts, technologists, and educators play in enhancing the authenticity and educational quality of LLM-powered cultural heritage applications?

Interdisciplinary collaboration between cultural heritage experts, technologists, and educators is crucial for enhancing the authenticity and educational quality of LLM-powered cultural heritage applications. Cultural heritage experts bring invaluable knowledge about the historical, social, and cultural contexts of the practices being represented, ensuring that the content is accurate and respectful. Their insights can guide the development of educational materials that resonate with the intended audience and reflect the complexities of cultural narratives. Technologists, on the other hand, provide the technical expertise necessary to integrate LLMs and VR effectively. They can design user-friendly interfaces, optimize the performance of chatbots, and create immersive environments that facilitate engaging learning experiences. By working closely with cultural experts, technologists can ensure that the technological solutions developed are not only innovative but also culturally appropriate. Educators play a vital role in translating the content into pedagogically sound learning experiences. They can design curricula that incorporate LLM-powered applications, ensuring that the educational objectives align with the needs of learners. By collaborating with cultural heritage experts and technologists, educators can create comprehensive learning pathways that foster critical thinking and cultural awareness. This interdisciplinary approach not only enhances the authenticity of the content but also ensures that the educational quality of LLM-powered cultural heritage applications meets the diverse needs of users. By leveraging the strengths of each discipline, we can create more effective and meaningful cultural heritage education experiences that promote understanding and appreciation of diverse cultural practices.

Alapfogalmak

Integrating Large Language Models (LLMs) and Virtual Reality (VR) can enhance the usability, engagement, and learning outcomes in cultural heritage applications, providing an immersive and interactive platform to preserve and disseminate intangible cultural heritage.

Kivonat

This study explores the integration of Large Language Models (LLMs) and Virtual Reality (VR) to enhance cultural heritage preservation and education. The researchers developed the "Scottish Bonspiel VR" game, which incorporates an LLM-based chatbot as a cultural ambassador to illustrate the history and evolution of traditional Scottish curling.

The key highlights and insights from the study are:

Usability Evaluation:
- The LLM-based chatbot (ChatGPT) significantly outperformed the predefined chatbot in terms of accuracy, communication, intuitiveness, overall experience, and satisfaction.
- The response time was not significantly different between the two chatbot conditions.
User Engagement:
- Participants in the ChatGPT condition had significantly higher prompting frequency and total playtime compared to the predefined chatbot condition.
- There was no significant difference in the number of curling stones hit or shot attempts between the two conditions.
Learning Outcomes:
- Both the ChatGPT and predefined chatbot conditions showed increased understanding of the impact of climate change on traditional sports and the role of cultural heritage in their preservation, though the differences were not statistically significant.
- Participants were able to correctly answer multiple-choice questions about Scottish curling history, climate change, and modern adaptations.
Cognitive Load and Learning Styles:
- The NASA TLX results did not reveal significant differences in cognitive load between the ChatGPT and predefined chatbot conditions.
- Exploratory analysis of learning styles suggested distinct interaction patterns, with Activists focusing on specific information and Reflectors, Theorists, and Pragmatists engaging more with the experiential aspects of the game.

The study highlights the potential of integrating LLMs and VR to create immersive and interactive cultural heritage experiences, enhancing usability, engagement, and learning outcomes. This approach aligns with the concept of "Experimental Preservation," which emphasizes inclusive and innovative methodologies to preserve cultural heritage and make it more relevant to contemporary society.

Összefoglaló testreszabása

Átírás mesterséges intelligenciával

Hivatkozások generálása

Forrás fordítása

Egy másik nyelvre

Gondolattérkép létrehozása

a forrásanyagból

Forrás megtekintése

arxiv.org

Statisztikák

The Grand Match, a traditional Scottish curling competition, faced discontinuation after 1979 due to unstable ice conditions caused by climate change.
Virtual Reality has demonstrated its capacity to create highly immersive environments that simulate real-life experiences or historical events.
Advancements in Large Language Models (LLMs) enable the generation of human-like responses, providing interactive learning experiences.

Idézetek

"This paper explores the innovative application of Large Language Models (LLMs) in Virtual Reality (VR) environments to promote heritage education, focusing on traditional Scottish curling presented in the game 'Scottish Bonspiel VR'."
"Our study compares the effectiveness of LLM-based chatbots with pre-defined scripted chatbots, evaluating key criteria such as usability, user engagement, and learning outcomes."
"The results show that LLM-based chatbots significantly improve interactivity and engagement, creating a more dynamic and immersive learning environment."

Főbb Kivonatok

Evaluating Usability and Engagement of Large Language Models in Virtual Reality for Traditional Scottish Curling

by Ka Hei Carri... : arxiv.org 09-26-2024

https://arxiv.org/pdf/2408.09285.pdf

Evaluating Usability and Engagement of Large Language Models in Virtual Reality for Traditional Scottish Curling

Mélyebb kérdések

How can the integration of LLMs and VR be further expanded to preserve and disseminate other forms of intangible cultural heritage beyond traditional sports?

The integration of Large Language Models (LLMs) and Virtual Reality (VR) can be expanded to preserve and disseminate various forms of intangible cultural heritage (ICH) by leveraging their capabilities to create immersive, interactive experiences that engage users in diverse cultural narratives. For instance, LLMs can be utilized to develop chatbots that guide users through virtual reenactments of traditional ceremonies, festivals, or storytelling sessions, allowing participants to experience these cultural practices firsthand.
Moreover, VR environments can be designed to simulate historical contexts, enabling users to explore the cultural significance of rituals, music, dance, and oral traditions from different regions. By incorporating multimedia elements such as audio, video, and interactive artifacts, these experiences can provide a richer understanding of the cultural heritage being presented.
Additionally, partnerships with local communities can ensure that the content is authentic and representative of the cultural practices being showcased. This collaborative approach can help document and preserve endangered traditions, while also fostering a sense of ownership and pride among community members. By expanding the application of LLMs and VR to various forms of ICH, we can create dynamic educational tools that not only inform but also inspire users to engage with and advocate for the preservation of their cultural heritage.

What potential biases or limitations might arise from relying on LLMs for cultural heritage education, and how can these be addressed?

Relying on LLMs for cultural heritage education may introduce several biases and limitations, primarily stemming from the data on which these models are trained. One significant concern is the potential for cultural misrepresentation or oversimplification, as LLMs may generate responses based on generalized or skewed data that do not accurately reflect the nuances of specific cultural practices. This can lead to the perpetuation of stereotypes or the omission of critical cultural elements.
To address these biases, it is essential to implement a multi-faceted approach. First, curating diverse and representative training datasets that include voices from various cultural backgrounds can help mitigate bias. Engaging cultural heritage experts and community representatives in the development process can ensure that the content generated by LLMs is accurate and culturally sensitive.
Furthermore, incorporating feedback mechanisms within LLM-powered applications can allow users to report inaccuracies or provide insights, fostering a continuous improvement loop. Regular audits and updates to the LLMs, informed by ongoing research and community input, can also help maintain the relevance and accuracy of the educational content. By proactively addressing these biases and limitations, we can enhance the educational quality and authenticity of LLM-driven cultural heritage applications.

What role can interdisciplinary collaboration between cultural heritage experts, technologists, and educators play in enhancing the authenticity and educational quality of LLM-powered cultural heritage applications?

Interdisciplinary collaboration between cultural heritage experts, technologists, and educators is crucial for enhancing the authenticity and educational quality of LLM-powered cultural heritage applications. Cultural heritage experts bring invaluable knowledge about the historical, social, and cultural contexts of the practices being represented, ensuring that the content is accurate and respectful. Their insights can guide the development of educational materials that resonate with the intended audience and reflect the complexities of cultural narratives.
Technologists, on the other hand, provide the technical expertise necessary to integrate LLMs and VR effectively. They can design user-friendly interfaces, optimize the performance of chatbots, and create immersive environments that facilitate engaging learning experiences. By working closely with cultural experts, technologists can ensure that the technological solutions developed are not only innovative but also culturally appropriate.
Educators play a vital role in translating the content into pedagogically sound learning experiences. They can design curricula that incorporate LLM-powered applications, ensuring that the educational objectives align with the needs of learners. By collaborating with cultural heritage experts and technologists, educators can create comprehensive learning pathways that foster critical thinking and cultural awareness.
This interdisciplinary approach not only enhances the authenticity of the content but also ensures that the educational quality of LLM-powered cultural heritage applications meets the diverse needs of users. By leveraging the strengths of each discipline, we can create more effective and meaningful cultural heritage education experiences that promote understanding and appreciation of diverse cultural practices.