Virtual solutions for exhibiting museum collections are no longer a novelty, as such experiences already exist in the world, but the remote use of museum collections for learning purposes has so far not been widely used in the educational environment. This article analyzes virtual museum applications by evaluating them from a learning perspective, including 25 criteria in the evaluation rubric divided into three groups: (i) Technical performance; (ii) information architecture; and (iii) educational value. This will enable educators to select the most appropriate material for their specific learning purpose and to plan the most appropriate learning strategies by organizing training sessions to acquire knowledge that can be enhanced by museum information and teaching students digital skills in evaluating information available in the digital environment, analyzing its pros and cons to teach them how to develop new innovative solutions. The research is carried out from a phenomenological perspective; to be more precise, virtual museums are analyzed using the principles of transcendental design and a hermeneutic design is used to interpret the resulting data. A total of 36 applications of virtual museums were analyzed, whereupon the results were compiled using static data analysis software, while 13 applications were used for the hermeneutic data analysis. The results suggest that the strength of virtual museums is in information architecture, but less attention is paid to the educational value of the material, which points to the need to change the principles of virtual museum design and emphasizes the role of teachers in using virtual museums as learning agents.

中文翻译：

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作为学习代理的虚拟博物馆

展示博物馆藏品的虚拟解决方案已不再是新鲜事物，因为这种体验在世界上已经存在，但以学习为目的远程使用博物馆藏品的方式迄今为止尚未在教育环境中得到广泛应用。本文从学习的角度对虚拟博物馆应用进行了分析，包括评估标准中的 25 项标准，分为三组：(i) 技术性能；(ii) 信息架构；(iii) 教育价值。这将使教育工作者能够为其特定的学习目的选择最合适的材料，并通过组织培训课程来获取可以通过博物馆信息增强的知识，并教授学生评估数字环境中可用信息的数字技能，从而规划最合适的学习策略。 ，分析其优缺点，教他们如何开发新的创新解决方案。研究是从现象学的角度进行的；更准确地说，虚拟博物馆使用超验设计原理进行分析，并使用诠释学设计来解释结果数据。共分析了虚拟博物馆的 36 个应用，然后使用静态数据分析软件编译结果，而13个应用程序用于解释学数据分析。结果表明，虚拟博物馆的优势在于信息架构，而较少关注材料的教育价值，这表明需要改变虚拟博物馆的设计原则，强调教师在使用虚拟博物馆中的作用作为学习代理。