Enhancing Multilingual Competence: A Pilot Study on Digital Museum Language Learning Experience for Societal Inclusion

Multilingual competence is recognized as an essential skill for individuals to actively participate in society [1]. Every member of society has the right to develop this competence, regardless of their socio-economic status or disabilities [2]. This need is particularly critical for high school students in their final year, as acquiring these skills can significantly enhance their prospects in further studies or on the job market. However, a 2012 report by the European Commission revealed that only 42% of students achieved proficiency in their first foreign language, predominantly English [3]. A possible solution involves exploring the efficacy of informal learning settings, such as museums, and integrating digital learning tools [4] [2]. This paper presents an evaluation of a pilot digital museum language learning experience. The study involved 39 Italian high school students, divided into one control group and three experimental groups: one group visited the museum and utilized the digital resources on-site, one group visited the museum but utilized the digital resources in an alternative environment and the third group solely engaged with the digital resources without visiting the museum. The pilot experience lasted five weeks, and after attending 6 sessions consisting in museum visits and workshops, participants completed an experience evaluation questionnaire. The present paper presents the methodology of the pilot experiment, the initial findings of the questionnaire - more specifically the perception of the educational technology utilized - and how the collected information contributed to the improvement of the design of the museum language learning experience tested in the following experimental phase.