Harnessing Internet Technologies and Advanced Digital Tools for the Museum of Maritime Tradition of Perama

In this paper, we present the design, implementation, and partial

maintenance of a website’s content based on the web version of an applied

museum pedagogy project. This project is developed for the Museum of

Maritime Tradition of Perama. Initially, we discuss the structure and

content of the website, followed by a detailed analysis of the technical

elements that support it. In the concluding section, we justify the choice of

specific digital tools and examine the pedagogical benefits they offer future users. By analyzing the digital tools employed in the implementation of the educational project, we also provide an evaluation of the construction process. These tools significantly enhance the cognitive depth of the website’s content, making it more interactive and appealing by utilizing advanced information technology applications.

Introduction: Digitization for Museum Pedagogy

Since the beginning of the 21st century, digitization has significantly impacted human life and culture [1]. Technological advancements in information technology and digital communications have shaped new ways in which we operate and interact. From education to entertainment, digital developments have permeated every aspect of our daily lives. This creates new opportunities but also new challenges, requiring constant adaptation and innovation to meet the demands of the digital age. With the rapid advancement of technology, the digital world is constantly evolving, offering new prospects and challenges. In this context, reviewing the impact of digitalization is key to understanding this transformative phenomenon shaping the modern world. The term “digitization” initially referred to the electronic computer; however, reality has shown that digitization primarily stems from the internet. Today, digitization extends to every aspect of our lives, encompassing applications of informatics, computers, networks, the internet, mobile phones, tablets, and other devices [2]. Digitization thus means: “(All things) × (Digital) = Digitization.” From digitizing documents to digitizing life itself and the birth of the digital self, digitization demands new ways of action, knowledge, existence, and thought. Digitization has become a central lever of human activity and lies at the heart of all sectors, from medicine and science to the arts. What distinguishes the digital world most is that it transcends individuals using digital technology and their tools.

Into a new sphere of digital behaviors where students and children spend more time being digital via their computers, smartphones, and tablets compared to other life activities, at school, home, work, or vacation. Today, digitization intertwines with every aspect of our social, economic, and cultural reality. From internet applications facilitating communication and social connection to digital platforms providing access to information and content, digital evolution has shaped a new way of life. Communication, education, work, and recreational activities are all influenced by digitization, altering how we interact with the world around us. In contemporary society, digital technology has become integrated into all aspects of our daily routines, affecting how we communicate, work, learn, and entertain ourselves. Digitization refers to the use of technology and digital media for creating, transmitting, processing, and exchanging information [3]. Digitization also impacts entertainment, with the use of streaming services, video games, and digital content. It creates online communities that enable people to connect and collaborate regardless of physical borders. With the growth of digitization comes the concept of digitalization.

This paper is divided into five sections, beyond the introduction: Section 2 presents the state of art for the museum pedagogy, and Section 3 part approaches the adaptation of museums as well as modern technological developments and societal needs. In Section 4 we describe how the maritime tradition museum in Parama inspired us to a web activity-filled platform account to our model. In section 5 we describe the website–design and the implementation of the digital tools that we used. Finally, in section 6, we note the conclusions of the paper and present ideas.

Museums, Education, and Musem Pedagogy

According to the General Assembly of the International Council of Museums (ICOM), a museum is a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, research, communicates and exhibits the tangible and intangible heritage of humanity and its environment for education, study, and enjoyment. Museums operate ethically, professionally, and with the participation of communities, aiming to contribute to human dignity and social justice, global equality, and planetary wellbeing [4].

The museum world is connected to the concept of cultural heritage but extends far beyond it. It has evolved significantly over time, both in terms of its operations and its material aspects, as well as in terms of the fundamental tools on which it relies. Specifically, a museum works with objects that constitute collections. In a museum context, the term “objects” refers to physical objects or works of art [5] that possess historical, cultural, scientific, or artistic value. These objects may include artworks (such as paintings, and sculptures), historical archives, archaeological finds, biological samples, technological artifacts, and many others. These objects are collected, preserved, studied, and exhibited by museums for educational, scientific, or aesthetic purposes. A “collection” in a museum refers to the ensemble of objects and works that have been gathered and organized based on some common characteristic or theme.

The goal of the modern museum is to actively engage with its audience and maintain their interest in an increasingly competitive cultural environment. Towards this direction, efforts are made to attract visitors, understand their needs, and address their educational, intellectual, and social needs through exhibitions, events, and educational programs. These efforts aim to provide education and entertainment that respond to the diverse needs and interests of the public [6].

“Museum Education” constitutes a branch of Applied Pedagogy, which has been influenced by educational science and events surrounding the museum space. Its primary mission is to connect education and learning with Arts and Culture. Despite its classification within non-formal education, Museum Education combines theory and practice to approach subjects experientially and entertainingly. Recently introduced into Greek reality, Museum Education connects the efforts of museums and their staff, as well as specialized educators, to communicate with student communities and integrate museum collections into educational processes. It aims to create a comprehensive and creative interaction between the public and the cultural material presented in museums [7].

The contemporary concept of Museum Education in Greece is shaped primarily by focusing these activities on specific visitor groups within the museum, such as school classes. Its actions are framed within the museum space and are influenced by changes in museums overall, including space, philosophy, goals, and mission. Additionally, it is influenced by developments in the field of educational science. The terms “Museum” and “Museum Education” have undergone changes reflecting the perceptions and influences of their definers. This terminology evolves, reflecting prevailing trends, as well as political and cultural influences. This dynamic is perceived positively, demonstrating that each generation redefines what it wishes to signify with these terms.

Observing these aspects highlights the significance of Museum Education in the field of contemporary education and the necessity for its integration into the Greek educational system at all levels [8]. Generally, Museum Education as a distinct scientific field evolves parallel to Museum Studies and Pedagogy, as mentioned earlier. During the 20th century, the educational dimension of museums gradually expanded to include not only student groups, which are primary recipients of their educational services but also other audience groups.

Applications of New Technologies within Museum Spaces

In this Section, we approach the adaptation of museums to modern technological developments and societal needs. Many museums have shifted their focus towards enhancing visitation experiences and satisfying the needs of visitors, rather than solely concentrating on their internal operations. This shift is due to many museums recognizing the importance of creating an impressive museum experience for visitors. This involves the overall experience a visitor has when they visit a museum, encompassing their senses, perceptions, education, and engagement with the museum’s exhibitions and collections. Museums’ experiences extend beyond mere observation of artworks or exhibits. They often include various activities such as educational programs, guided tours, creative expression activities, and interactive elements that encourage active visitor participation. The aim is to create an experience that offers an educational, engaging, and impressive exploration of museum content. Digital transformation highlights a modern state of evolution where museums are integrating digital thinking, practices, and tools. This regulatory presence permeates all levels of museum processes and operations [9]. In the contemporary era, museums are responding to the increasing demands of an audience navigating an increasingly digital age. To provide an enhanced experience, they incorporate new technologies into the museum environment. The deeper intention is to enrich the visitor’s experience both within and outside the museum, using the internet and multimedia to pique interest in museum collections and activities.

This pioneering approach relies on the use of new technologies to enhance the full museum experience. The internet acts as a bridge between the museum’s physical space and the wider world, engaging visitors with multimedia content. The goal is to make museum collections and activities accessible and interesting, offering a dynamic way to interact with the public. Digital technologies have contributed more than ever to enhancing the potential value of cultural heritage and museum cultural content, surpassing limitations in both time and space. The digitization of museums significantly improves the quality of the visitor experience, making museums accessible to a wider audience and promoting the use of their symbolic value and resources across various fields. Since collections can be digitized, visitors can enjoy museum content regardless of their geographic location and time. This improves accessibility and expands the impact of cultural heritage. Furthermore, museums’ interaction with the public has transformed with the addition of virtual guides, creating a new dynamic in the relationship between museums and audiences. This evolution promotes new museum practices that strengthen connection and mutual understanding between them [10].

Through web-based applications, museums could be distinguished by their ability to harness technology for various purposes. By studying how technology interacts with cultural spaces, we can identify significant applications related to its use. These significant applications are analyzed as follows:

1. Exhibition and Experience: The integration of technological means with museum exhibits influences the visitor experience, creating an exciting environment that surpasses traditional presentation methods. Technological applications are no longer merely supportive tools for creating programs and showcasing exhibits but are perceived as a significant part of the exhibition experience itself. This dynamic serves as a strong motivator for visitors, especially those familiar with the digital age and early adopters of technological devices. The use of digital media during museum visits can be a compelling factor in attracting even the most discerning visitors.

2. Consumer Product: The digital dimension of museums creates conditions that combine entertainment with education, as technology complements the exhibit. This enhances not only visitation but also creates economic benefits for museum administrators.

3. Management Tool: When using the term “management” about museums, we refer to the practices adopted for their organization, operation, and performance. Every cultural institution strives to increase its number of visitors, especially through museum programs tailored to specific age groups. Adapting policies to international standards and referencing common practices are part of the effort to approach museums in the international reality, as previously mentioned. The introduction of technologies, especially the Internet, has enhanced museum management practices by allowing the implementation of international standards. The use of technologies contributes to the upgrade of their management through various online initiatives and programs. This means that museums not only adapt to modern technological developments but also follow common international practices that enhance their management and their relationship with the public.

4. Educational Tool: The fourth and final reference to the use of technology as an educational tool is the central theme of the study. At this point, we recognize the educational role of the museum, which places children, students, and young visitors at its center. Through collaboration with museum education programs, visitors are invited to be entertained and simultaneously expand their knowledge horizons. The use of new technologies in the interaction process between children and museum exhibits plays a central role in this process. Understanding the new reality, in which children meet new media technologies from an early age, allows the museum to create an entertaining learning framework. It is important to maintain a balance between the audiovisual functions of technologies and the functions of approach and interpretation of exhibits. In an ever-evolving world, where social changes lead to a global information society, museum institutions cannot remain mere spectators. By actively participating in all developments and leveraging new technologies of augmented and virtual reality, museums aim not only to provide information passively but also to actively encourage visitors to feel and engage in a holistic experience.

The use of digital media in the museum environment is considered a necessary step for museums to integrate into the modern era.

How the Maritime Tradition Museum in Perama Worked as Inspiration for a Web Activity-filled Platform

The Maritime Tradition Museum (Fig. 1) is a vibrant institution that preserves and showcases maritime heritage. It is a treasure trove of maritime history, drawing inspiration from the depths of the sea and the complex cultural heritage associated with it [11]. Through its collections, exhibits, and narratives, the museum highlights the richness of maritime culture and provides a unique opportunity for visitors to explore this significant heritage.

Fig. 1. The Maritime Tradition Museum in Perama.

The Maritime Tradition Museum in Perama, a private non-profit organization, was founded in 1992 by individuals passionate about ancient Greek technology and seamanship. The museum houses some of the most significant exhibits worldwide on Greece’s history and maritime affairs. Spanning from antiquity to modern times, its collections include maritime art, cartography, engravings, ship models and designs, scientific and nautical instruments, timekeeping and astronomy, Byzantine maritime art, traditional art, collectible items from warships, and many other categories [12].

Over the years, it has collaborated with numerous companies, entrepreneurs, and shipowners. Notable sponsors of the museum include companies such as NOKIA, National Bank of Greece, the shipping company Costa mare of Captain Vasilis Konstantakopoulos, and Epirotiki Lines of shipowner Andreas Potamianos. In recent years, the Museum has been housed in new facilities provided by the Municipality of Perama. These facilities were implemented through the URBAN community program for the construction of a Maritime Museum space, partly granted by the Hellenic Navy. The museum’s collection is divided into sections. The history of maritime art spans from ancient times to the present day, reflecting both technological evolution and the cultural richness of societies engaged with the sea. The museum’s visitors could explore a rich collection of replicas of ancient maritime instruments and technology, highlighting the significant contribution of maritime activities to human history.

A first, introductory, visit to the museum is a fine way to interact with the exhibits and the space as well as to participate in the educational programs that take place there. Since museums are more informal places than classrooms, they are a great environment for introducing students to history. After they visit the museum, the students will have some previous knowledge that they can build on while playing the game, in the spirit of constructivism that permeates museum education programs.

The connection between School and Museum constitutes a channel that enhances experiential learning through culture as an innovative literacy tool, utilizing imagery as representation and imagination as a means of analyzing language and world meaning. This culminates in an evaluation of specific actions as part of a broader educational cultural policy. The humanistic role of the school is semiotically employed by the museum for practical learning within its spaces, yet the assessment of this learning is defined by school practices.

To conduct a school action within a museum, the high significance of museum education must be acknowledged in every cultural space because museums serve as powerful storytelling centers for their visitors [13] Specifically, each museum visitor, consciously or unconsciously, creates unique narratives through their experience. The selection of materials, observation of objects, and acceptance of meanings shape compelling stories about relevant themes. Within the framework of museum educational practice, it is crucial to choose which of these stories to share with students, judging by specific criteria. Every educator takes on the role of determining which voices will be heard and which stories should be presented, thereby highlighting the essence of the practice [14].

At the heart of our action lies the recognition that history not only represents knowledge of the past but also how we interact with it [15]. Seeking connections between history teaching in schools and the history experienced in museums, we propose a new approach. Instead of considering museum narratives as different perspectives, we should perceive them as dynamic compositions connected to the present [16]. Through this approach, history teaching in museums can be combined with a reconsideration of historical cultural heritage and can bring to the forefront the cultural construction of history.

The Website–Design and Implementation

The website’s goal is educational, and targets schools interested in familiarizing themselves with Greek seamanship and visiting the Maritime Tradition Museum in Perama. Children can learn about seamanship, and through a combination of information and a museum visit, they can acquire knowledge that may benefit them in the future. In addition to informational content, the website includes interactive tools, quizzes, and games that assist students in better understanding the subject matter.

The experimental part of this work involves the creation of a website. The purpose of this construction is the digital projection of the educational program. The Structured Design Methodology based on the Parallel Model (Fig. 2) was used. Initially, a general design of the website was carried out, which was then divided into various sub-projects. Each sub-project could be designed and implemented simultaneously, aiming to reduce development time. Although this had its advantages, there was also the disadvantage of the independence of some sub-projects from each other.

Fig. 2. Website Development Phases.

The four phases of construction included planning, analysis, design, and implementation. Each phase required specific steps, techniques, and deliverables. For example, the planning phase focused on “why” and “how” the website would be created, with the creation of a project plan. In the analysis phase, the “who,” “what,” “where,” and “when” of using the system were determined. The design phase is followed, by the development of strategies, architectural plans, and file descriptions. Finally, the implementation phase covered the construction, installation, and support plan.

Each phase consisted of various steps, such as requirement gathering, modeling, design strategy, and construction, with each step providing specific deliverables. Through this methodology, the effective and organized development of the website was achieved.

Technological advancements and the widespread use of Internet applications have accelerated this trend, making online learning a significant focal point in education [17]. The design of such a learning environment can encompass various educational levels, from kindergarten to secondary and tertiary education, as well as different fields of knowledge. Additionally, in recent years, a large portion of national resources for education has been allocated to introducing supportive learning environments in secondary education, especially in software related to engineering Vocational Education and Training (VET) [18].

The Internet has become one of the most significant resources for research and learning, benefiting educators and students alike by facilitating the sharing and acquisition of information. E-learning, based on new technologies, involves the use of the Internet and other important technologies to create educational materials, teach students, and manage courses within organizations. The development of multimedia and information technologies, along with the use of the Internet as a new teaching method, has brought about radical changes in traditional educational processes, offering more choices for modern education [19]. Schools and educational institutions are integrating e-learning into their daily routines to transform knowledge and skills.

To complete, a form was utilized to create a virtual environment that will enhance the educational process. Learning environments that incorporate New Technologies typically generate strong interest and increase students’ motivation to learn [20]. However, this initial interest is maintained only if students continue to have positive experiences using Information and Communication Technologies (ICT) at school [21]. Visualizing information is “an important element of a learning environment supported by New Technologies and has great potential to facilitate learning.” The use of images has educational value when combined with meaningful educational activities and other media, particularly print. Additionally, students can have greater control over their learning in an environment supported by ICT, where part of the teaching is provided by technology. Increased control over learning is associated with greater motivation to learn and more time dedicated to studying. One of the biggest problems in learning is the “lack of authenticity in school activities.” Educationally appropriate uses of ICT have the potential to connect school projects with extracurricular activities, increasing the social and cultural significance of the school, and this is the focus that this thesis will study in most of its parts.

Undoubtedly, vibrant colors, immediate feedback, a sense of challenge, and especially a sense of control significantly contribute to making computers appealing and increasing motivation for learning. When using educational technology, we must primarily emphasize the educational value of the tools and applications we choose. Specifically, we must consider whether new technologies are effective in acquiring knowledge, if there is interaction between users and tools, and if the impacts of their use are positive. The introduction of technology in education creates challenges for educators, who must integrate educational technology into their daily practice and work [22].

Thus, Wix was used for the creation of the website. The reason we chose this platform is that it is the most popular content management system, being quite helpful and informative for creating a website. It offers many free features and is very easy to use. It is a software that is free to use, edit, and redistribute. It has an easy installation process, and one does not need to have the necessary knowledge to create a website. Additionally, it offers an easy and quick way to manage content (articles, pages, photos, videos). Furthermore, it provides the ability to add new features and capabilities at any time. Lastly, Wix offers many free themes, allowing users to easily choose a theme that suits them.

We created this website (Figs. 3–5) inspired by the Museum, to accompany and enrich the educational activities that took place there with Vocational High School students during the 2023–2024 school year. The website contains information on both those activities and important museum exhibits related to ancient maritime technology, along with the game. The website is named “Nautilus” ( https://despoinababa.wixsite.com/nautilus) and aims to showcase interactively the maritime tradition and how it has evolved.

Fig. 3. The website’s homepage.

Fig. 4. The website’s digital representation.

Fig. 5. The website’s digital map.

Furthermore, the Digital Representation section introduces digital tools (Fig. 6) (such as Artsteps, and timeline graphics) that can capture students’ interest and interact with them. Finally, in the last section, About, there is a reference to the Maritime Tradition Museum of Perama, providing information, useful contact numbers, and the museum’s website for educators to arrange visits. Additionally, there is a map to assist navigation to the museum. This section also includes a quiz and a game that students can play in the classroom after visiting the museum, as well as an evaluation questionnaire for the website and a feedback form where users can rate and provide comments on anything they found useful or not on the website.

Fig. 6. The digital representation of the Maritime Tradition Museum.

Furthermore, digital tools play a crucial role in business and entrepreneurship. Companies use project management tools, Customer Relationship Management (CRM) software, and other digital tools to improve efficiency and productivity. These tools enable better organization, tracking, and analysis of business processes. In the healthcare sector, the use of digital tools has led to significant improvements in service delivery [23]. E-health tools, such as electronic medical records and telemedicine platforms, have improved diagnostic accuracy and treatment effectiveness [24].

Digital tools also play an important role in research and science. Clark [25] emphasizes that data analysis tools and simulation software allow researchers to perform complex analyses and simulate phenomena with high accuracy. These capabilities have accelerated progress in many scientific fields. Lastly, digital tools have positively impacted people’s daily lives by facilitating communication and access to information. Social networking applications, online shopping platforms, and productivity tools have become an integral part of everyday life for many people [26]. Digital tools continue to evolve and expand their capabilities, offering new opportunities and challenges.

Understanding and utilizing these tools is essential for adapting to the ever-changing demands of modern society. The first digital medium of our website was created on the Artsteps (Figs. 7 and 8) platform, which allows the creation of virtual reality environments by incorporating images, videos, and sound. This is a digital exhibition that enables autonomous exploration by the user, or guided exploration through a suggested path. Key points of the digital exhibition created for this project include the Trireme, Greek fire, heroes of 1821, the Battle of Chios, the Antikythera mechanism, and others. This specific program creates a digital exhibition with images, captions, and videos so that the viewer can have a more comprehensive presentation and can interact closely with the subject and the highlighted area through the application.

Fig. 7. Digital interior representation.

Fig. 8. The interior of the digital museum.

As previously mentioned, the purpose of this project is to learn about Greek seamanship. The website has been created to engage visitors and schools as an educational guide for a better understanding of the subject. To enhance exploration and the educational program, a quiz was developed using Quizizz (Figs. 9 and 10) focusing on maritime tradition, technology, and seamanship. This aims to make the tour and educational program more engaging and enjoyable. Additionally, it can aid in acquiring new knowledge, developing critical thinking skills, improving memory and concentration, and ultimately serving as a pleasant activity for website visitors. This specific quiz will be played in the classroom by students after their museum visit, encouraging them to pay closer attention and engage more actively during the museum tour.

Fig. 9. The quiz after the visit.

Fig. 10. The quiz after the visit.

The next digital tool used on the website is Timeline Graphics. Timeline Graphics is an easy-to-use yet useful application, that offers numerous capabilities (Fig. 11). This tool contributes to a better understanding of the history of seamanship during the years 1930–1980, as placing events within a historical context is deemed essential.

Fig. 11. The timeline.

Using Timeline Graphics, information about the most significant events that occurred during these years will be provided, making it possible to perceive the evolution of maritime tradition as well as the challenges faced during these crucial years for Greece. Additionally, to enrich the timeline, photos, audio material, and maps have been added to enhance orientation.

Finally, the material was used to create an application, specifically a digital game with virtual environments, computer science, and data processing using advanced IT technologies. The game was built using the online platform M.I.T. Scratch (Figs. 12 and 13). An educational game focusing on maritime history was developed.

Fig. 12. The game.

Fig. 13. Example of the game.

During the implementation phase, the game will be distributed to schools, emphasizing maritime history. The implementation phase also includes training participants, namely educators and students. Teachers will be guided on intervention methods and monitoring throughout the game’s use in the educational process after the museum visit. This is a quiz aimed at familiarizing students more with maritime tradition and history. Also, our main aim is to make sure that students pay attention to substance, read each description while searching for correct answers, and understand the links between ancient & modern tools. In conclusion, by utilizing advanced information technology, the public will be sensitized to issues of preservation, conservation, and promotion, while engaging with the visual representation of history.

In contemporary society, there has been a shift in perception regarding what constitutes culture. Concurrently, interaction with visitors and mobilization of younger generations are pursued. Digitizing cultural heritage is crucial for the protection, preservation, restoration, research, dissemination, and promotion of both tangible and intangible cultural assets.

Conclusions and Future Work

In conclusion, the Nautilus website successfully fosters student engagement and learning through an interactive, entertaining environment that promotes practical skills and creativity. Utilizing museum education practices outside traditional museum spaces bridges the gap for students unfamiliar with history and historical thinking. Integrating museum exhibits into digital educational activities, such as the featured game, enhances student satisfaction with the learning process. This approach improves problem-solving skills, memory retention, and computer literacy, offering a dynamic and effective way to connect students with history.

Further research into this approach could enhance the curriculum of Vocational High Schools, particularly by preparing students with both practical and theoretical knowledge in their respective fields. This better equips them to understand the significance and impact of their professions within the socio-economic framework, thereby fostering their development as competent professionals and socially aware citizens. The alternative design directions primarily cater to students in Vocational High Schools focusing on maritime professions, yet they could be adapted for other engineering-related specialties.