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This paper reports on a study, MUSE, which involved Secondary (Grade 7) students in designing and constructing a virtual museum. It presents a description and evaluation of the design and implementation of the technologically-mediated intervention within a language curriculum that emphasizes multimodal meaning-making and expression. Participants’ gallery artifacts, interviews, reflections and classroom...
This paper first presents a virtual heritage scenario and then discusses the implementation of using a Chinese Calligraphy brush as a tangible user interface tool to fit the context of this scenario. It then closely looks at how the brush has been implemented with basic and extended functionalities to the man–machine interface of the presented virtual environment.
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