| Abstract [eng] |
The dissertation explores the role of play in engaging visitors of all ages in cultural heritage exhibitions, emphasising the principle of free choice. The literature review reveals the unstructured nature of play, which encompasses physical, emotional, social and cognitive actions that contribute to audience engagement. At the same time, it highlights the taxonomy and terminology of play and play as relevant in the field of museology and the links to visitor engagement. Based on Gregory Bateson's theories of play metacommunication and Albert Bandura's theories of social learning, the study reveals how behavioural patterns are transmitted between visitors of different ages, thereby shaping the learning and cognitive environment. Play is shown to be an effective method of communicating cultural heritage, enhancing visitors' experience and engagement with museum content and helping to create meanings.The empirical study of the dissertation identifies six forms of engagement (physical, emotional, social, social learning, scaffolding, and cognitive), and demonstrates that play promotes multiple levels of interaction with exhibits. At the same time, the study highlights the direct and indirect effects of play on individual behaviour and social interactions, revealing the complexity of the play process. |
