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Virtual reality (VR) is increasingly employed in various domains, notably enhancing learning and experiences in cultural heritage (CH). This study examines the effects of gamified and non-gamified VR experiences within virtual museum environments, highlighting the concept of a digital twin and its focus on cultural heritage. It explores how these VR modalities affect visitor motivation, engagement, and learning outcomes. For this purpose, two versions were developed: a gamified virtual reality version incorporating interactive gaming elements like achievements, profiles, leaderboards, and quizzes and a non-gamified virtual reality version devoid of these elements. This study, using an experimental design with 76 participants (38 in each group for the gamified and non-gamified experiences), leverages the Wieng Yong House Museum's digital twin and its fabric collection to assess the educational and experiential quality of virtual museum visits. The findings indicate that while gamification significantly boosts the reward dimension of visitor engagement, its influence is most pronounced in the effort dimension of motivation; however, its impact on learning outcomes is less marked. These insights are instrumental for integrating VR and gamification into museum environments. [ABSTRACT FROM AUTHOR]

Background: This article demonstrates the innovative practice of using a card game to teach participants about Advance Care Planning (ACP) and palliative care in Thailand via Zoom during the COVID-19 pandemic. Aims: To assess the feasibility of using online workshops to conduct sensitive topics of palliative care and death and dying. Methods: The interactive online workshops were conducted after imposition of the COVID-19 restriction and national lockdown in Thailand between March and September 2020. The sessions were conducted via Zoom meetings and Facebook secret group. Trained facilitators plus one IT team member hosted each workshop. Participants were given an anonymous post-course evaluation with open-ended written feedback form. Content analysed was used. Results: Eleven sessions were conducted. 103 participants joined the online classes. Participants gave an overwhelmingly positive of the workshops, emphasising on: (i) convenient; (ii) social connectedness during the lockdown; (iii) bichronous element of the activities. [ABSTRACT FROM AUTHOR]