Makati DigiHeritage: A Mobile Guide for UMak Students (PDF)

CITY OF MAKATI UNIVERSITY OF MAKATI J.P Rizal Extension, West Rembo, Makati City COLLEGE OF COMPUTING AND INFORMATION SCIENCES Makati DigiHeritage: A Mobile Guide for UMak Students Exploring Makati's Cultural and Historical Sites...

CITY OF MAKATI UNIVERSITY OF MAKATI J.P Rizal Extension, West Rembo, Makati City COLLEGE OF COMPUTING AND INFORMATION SCIENCES Makati DigiHeritage: A Mobile Guide for UMak Students Exploring Makati's Cultural and Historical Sites A Thesis Presented to the Faculty of the College of Computing and Information Sciences University of Makati City of Makati In Partial Fulfillment of the Requirements for the Diploma Application Development Submitted By: Jane Victoria Muñoz John Lenard Taligatos France Eidrian Cabrera Submitted To: Ma. Corazon Benosa Thesis Adviser November 11, 2024 1  CHAPTER 1 INTRODUCTION The use of mobile technology has significantly transformed education, especially in promoting interactive learning experiences outside the classroom. In the case of University of Makati (UMak) students, heritage and cultural studies often require visiting historical sites as part of their academic tasks. However, due to the geographical distribution of heritage sites, students often face challenges in accessing multiple locations, especially when time and resources are limited. To address this, the Makati DigiHeritage mobile application is proposed, focusing on assisting UMak students in navigating Makati’s rich cultural and historical heritage. Makati City, known for its blend of modern infrastructure and historical landmarks, offers students a valuable opportunity to fulfill their academic requirements within a single, accessible location. Rather than visiting heritage sites scattered throughout different cities, students can now efficiently explore and engage with the history of Makati using the proposed application (Morales, 2014). The Makati DigiHeritage app will help students not only navigate these sites but also understand their significance, enabling them to complete their assigned tasks with ease. In doing so, this app provides a modern solution to an academic challenge, leveraging technology to simplify the learning experience while promoting a deeper connection to the city’s history (Silva et al., 2020). Furthermore, the app aligns with the University’s educational goals by making the learning process more efficient and integrated with real-world experiences 2 BACKGROUND OF THE STUDY In recent years, there has been a growing emphasis on using mobile technology to support educational outcomes, particularly in the fields of history and cultural studies. Mobile applications have proven to be effective tools for enhancing learning experiences by providing students with interactive and accessible platforms. At the University of Makati (UMak), students enrolled in heritage-related courses are often assigned tasks that involve visiting multiple heritage sites as part of their academic curriculum. These site visits are critical for deepening their understanding of local culture and history. However, logistical difficulties such as navigating between sites, managing transportation, and time constraints pose significant challenges, especially for students unfamiliar with Makati's layout or those coming from areas outside the city (Silva et al., 2020). Makati itself is home to numerous important historical sites that reflect the city’s rich cultural heritage. From centuries-old churches and ancestral homes to modern landmarks that have shaped the city’s development, these sites are key to understanding Makati’s historical evolution. Unfortunately, many students are either unaware of the locations of these heritage sites or lack the proper tools to fully explore and appreciate their significance. This gap in knowledge can hinder students’ ability to complete assignments that require fieldwork or experiential learning. Additionally, without guidance, students may miss out on valuable insights that can only be gained through firsthand visits and exploration. To address these challenges, the Makati DigiHeritage app is designed as a dedicated platform to help students navigate and engage with key historical and cultural sites within the city. The app will offer detailed maps, real-time navigation features, and information about each site, making it 3 easier for students to plan and execute their heritage visits. By integrating digital tools into the learning process, the app aims to make site visits more manageable and enjoyable, while also helping students meet their academic requirements (Morales, 2014). The absence of an accessible, user-friendly tool for navigating Makati's heritage sites has been a longstanding issue, leading to missed opportunities for experiential learning. Without such a tool, students may face difficulties completing their assignments and miss out on the educational benefits of heritage exploration. The proposed app seeks to bridge this gap by offering a comprehensive and efficient solution. In addition to improving navigation, the app will include educational content to enhance students’ understanding of each heritage site, providing context and historical significance (Dias & Afonso, 2021). Furthermore, this mobile application will support UMak’s educational objectives by aligning with the university’s emphasis on practical, field-based learning. It will provide students with a streamlined experience for fulfilling their site visits and academic requirements while promoting a deeper appreciation of Makati’s cultural heritage. As more universities integrate technology into their curricula, applications like Makati DigiHeritage are expected to become essential tools for academic success and cultural awareness. OBJECTIVE OF THE STUDY The main objective of this study is to develop Makati DigiHeritage, a mobile application that assists University of Makati students in exploring and learning about the heritage sites in Makati. Drawing on the principles of sustainable tourism, as discussed by Kumar (2017), the app aims to promote responsible engagement with Makati’s cultural heritage, encouraging students not only to explore historical sites but also to contribute to their preservation and sustainable 4 management. The application will provide students with real-time navigation and detailed information about each heritage site, integrating educational content that supports their learning experiences (Dias & Afonso, 2021). Furthermore, the application will feature a rating and feedback system, allowing students to rate and provide feedback on the heritage sites they visit. This feature is designed to enhance user engagement and provide valuable insights for ongoing improvements and content updates (Silva et al., 2020). The feedback system will also allow app developers and heritage site managers to assess the educational effectiveness of each site, ensuring that the app supports students in gaining a deeper understanding of Makati’s history. Ultimately, this study aims to create a resource that enriches the academic and cultural experiences of UMak students, strengthening their connection to the history and heritage of Makati. SCOPE AND LIMITATIONS OF THE STUDY This study focuses on the design, development, and evaluation of the Makati DigiHeritage app, which aims to assist students of the University of Makati (UMak) in exploring and learning about key heritage sites within the city. The app is tailored to meet the needs of students who are required to visit these sites as part of their academic curriculum. It includes essential features such as real-time navigation to guide users from one site to another, historical and cultural information to enhance their learning experience, and educational content that provides detailed context about each heritage site. A key feature of the app is the rating and feedback system, which allows students to evaluate the heritage sites they visit, fostering engagement and reflection on their experiences. 5 The scope of this study is focused on the development of an initial, functional version of the app. The study will assess the app's usability, effectiveness, and its ability to enhance students' understanding of Makati's cultural and historical heritage. The research will primarily gather feedback from UMak students as they interact with the app during their site visits, providing valuable insights into both the app’s strengths and areas for improvement. One feature being explored for feasibility is offline map access. Students will have the option to download specific route maps and relevant historical content before their site visits. This would allow them to navigate heritage sites and access educational materials without the need for an active internet connection, making the app more flexible and useful in areas with poor network coverage. While this feature enhances user accessibility, the scope of offline functionality is limited to pre-downloaded routes and information, and may not include dynamic updates like live traffic or real-time site details. However, the study will be limited to the app's availability on Android devices, meaning that users with iOS or other operating systems will not have access to the app at this stage. This is due to budget and resource constraints, as developing cross-platform apps can be costly and time-consuming. Additionally, while iOS devices are known for their strong security features, including enhanced encryption and strict app review processes, the current study focuses on Android to streamline development. As a result, users with iOS devices, known for their advanced security protocols, will not be able to access the app in this version. Future updates may explore expanding to other operating systems when additional resources are available. Additionally, the app will not include advanced features such as multilingual support or augmented reality (AR) integration. These limitations are primarily due to time, technical, and 6 financial constraints, as well as the current focus on delivering core features that provide essential information and navigation support for students. Future iterations of the app could explore adding these advanced features based on the success and feedback from this initial version. SIGNIFICANCE OF THE STUDY This study holds significant value for University of Makati (UMak) students and faculty by offering a practical solution to a common academic challenge. The Makati DigiHeritage app simplifies the process of visiting multiple heritage sites, allowing students to focus more on the educational content rather than the logistics of site navigation (Morales, 2014). This reduces the burden of managing time, transportation, and route planning, enabling students to maximize their learning experiences at each heritage site. By providing a tool that helps students fulfill their academic requirements, the app not only enhances the learning experience but also promotes the cultural heritage of Makati. This, in turn, contributes to the city’s efforts to preserve its historical landmarks and increase public awareness of its cultural significance (Dias & Afonso, 2021). The app encourages students to actively engage with their surroundings and fosters a deeper understanding of the historical context of the sites they visit. As students interact with the app, they gain an appreciation for the rich cultural history of Makati, which they can share with others, raising awareness of the importance of preserving these heritage sites. Furthermore, the study supports the University’s academic goals by integrating technology into the learning process, making education more efficient and accessible for students (Silva et al., 2020). By incorporating mobile technology, the app aligns with UMak's commitment to fostering innovation in education. It offers a modern approach to field-based learning that caters to the digital preferences of today’s students. The ability to easily navigate heritage sites and access 7 historical content directly from their smartphones enhances the students' autonomy in managing their academic tasks, which can lead to improved performance and engagement. In a broader context, this study can serve as a model for other educational institutions seeking to incorporate technology to support heritage-based learning. It highlights how mobile apps can be used as tools for cultural preservation and academic engagement, which may inspire future developments in educational technologies that bridge the gap between digital learning and field-based experiences. Additionally, the findings of this study can guide future enhancements in similar apps, such as the inclusion of augmented reality or multilingual support, further enriching the educational experience and making it more accessible to a diverse student body. DEFINITION OF TERMS Mobile Application: A software program designed for use on mobile devices such as smartphones and tablets (Silva et al., 2020). Cultural Heritage: The legacy of physical artifacts and intangible attributes of a society, which are inherited from past generations (Kumar, 2017). Heritage Sites: Places of historical, cultural, or architectural significance that are preserved for their educational and cultural value (Morales, 2014). Interactive Map: A digital map that allows users to interact with real-time data for navigation and exploration (Dias & Afonso, 2021). Rating and Feedback: A feature in the mobile application that allows students to rate and provide feedback on the heritage sites they visit, enabling continuous improvement based on user experiences. 8  CHAPTER 2 REVIEW RELATED LITERATURE 1. CULTURAL HERITAGE AND STUDENT ENGAGEMENT 1.1 Sustainable Practices in Cultural Heritage Education Kumar (2017) explores the vital connection between culture, heritage, environment, and student engagement, asserting that cultural and heritage education can serve as a crucial tool for sustainable development. The article emphasizes the need to establish stronger ties between historic sites, indigenous communities, and students, highlighting that cultural heritage encapsulates the beliefs and values of communities. It advocates for increased educational development that actively involves local populations in management and decision-making processes, ensuring that their rights and ecosystems are respected. Citing the Brundtland report, Kumar underscores the importance of sustainability, arguing that cultural education must evolve within ecological limits to foster both academic growth and economic development. Ultimately, the article suggests that cultural education can facilitate mutual understanding and promote peace through interactions among diverse groups. 1.2 Impact of Cultural Heritage on Local Educational Engagement Coccossis, H. (2008) Cultural heritage, local resources, and sustainable education have become key elements in promoting awareness and understanding in modern academic settings. The integration of cultural heritage into educational curricula has highlighted both its potential and its social, economic, and environmental impacts, making it a priority in educational policy making. Cultural heritage plays a significant role in engaging students, particularly in Europe and globally. However, the effects of heritage exploration have prompted educational institutions to 9 reconsider their approaches, emphasizing the need for sustainable strategies. Managing cultural heritage and local resources is now a central concern, with policy discussions focusing on relevant sustainability issues for student engagement. 1.3 Challenges in Preserving Cultural Heritage Idris, Mustaffa, & Yusoff,(2016)The growing global focus on intangible cultural heritage reflects concerns over cultural homogeneity, the loss of cultural diversity, and diminishing human creativity. Intangible heritage, tied to traditions and living expressions, represents the spiritual and intellectual wealth of civilizations. Preserving these fragile assets is crucial to prevent them from being forgotten in the modern world. Interestingly, advanced digital technology offers a potential strategy for safeguarding intangible cultural heritage. This paper explores key issues and challenges in preserving intangible heritage through technology, particularly in terms of the content and purposes associated with educational preservation efforts. 1.4 Role of Communities in Heritage Conservation Katrakazis et al. (2018) examine how research impact can be defined, measured, and enhanced within the field of heritage conservation. The study explores the concept of "impact" and emphasizes the importance of interdisciplinary collaboration in promoting effective heritage education. It analyzes active research networks, planning and evaluation practices, and user experiences, focusing on educators, students, and heritage professionals involved in educational collaborations. The findings reveal substantial growth in international research partnerships, predominantly among academic institutions, while highlighting a decrease in engagement from heritage institutions. The authors identify key areas for strategic support to improve student participation, including training for research readiness, improved methods for needs assessment, 10 and ethical guidelines for responsible educational research. Overall, the study underscores the necessity of fostering collaboration to enhance the impact of heritage conservation education. 1.5 Sustainable Educational Practices in Heritage Sites Coccossis (2008) explores the intricate relationship between cultural heritage, local resources, and sustainable educational practices. The study emphasizes that education, particularly in cultural heritage contexts, significantly impacts social, economic, and environmental systems. Cultural heritage serves as a key driver of student engagement, particularly in Europe and other global regions. However, the rapid growth of interest in heritage education has prompted institutions to reconsider their development strategies, prioritizing sustainable educational practices. Managing cultural heritage and local resources in a sustainable manner is crucial for minimizing the negative impacts on heritage sites while enhancing their positive contributions to local economies, educational outcomes, and cultural preservation. 2. MOBILE TECHNOLOGY IN HERITAGE EDUCATION 2.1 Overview of Mobile Applications for Heritage Education Silva et al. (2020) explore the increasing integration of mobile applications in the context of cultural heritage education in their study "Mobile Applications in Cultural Heritage Context: A Survey." The authors reviewed 101 mobile apps available on both Apple’s App Store and Google Play, categorizing them into three primary areas: museums, street art, and cities. They highlight the most common features, such as photos (96%) and maps (79%), while noting the rarity of more advanced features like 360-degree views, games, and videos. The survey emphasizes how these apps provide students with new opportunities to engage with and learn about heritage sites through mobile technology, making educational content more accessible and interactive. Their 11 findings contribute to understanding how mobile apps can support educational exploration of cultural heritage. 2.2 User Engagement Strategies in Educational Mobile Apps Barbaro et al. (2020) explore the importance of user engagement in mobile applications, noting that keeping users engaged is essential for the success of educational apps in a competitive mobile market. The study focuses on predicting when students might disengage from an app and proposes a framework that models user engagement using various numerical methods. The framework utilizes optimized agglomerative hierarchical clustering coupled with models such as Cox proportional hazards, random forest, negative binomial, and boosted-tree algorithms. Empirical validation using a year-long dataset from a waste recycling app demonstrates that the proposed models can predict disengagement with high accuracy. This research emphasizes how developers can apply timely intervention strategies, such as sending push notifications, to re-engage students and enhance their experience with educational heritage apps. 2.3 Benefits of Mobile Technology for Students in Cultural Heritage Education Dias and Afonso (2021) analyze the impact of mobile technology on the student learning experience in their study. The research examines how smartphones and educational apps significantly alter how students engage with cultural heritage content. Using a combination of quantitative and qualitative methods, including surveys and interviews with app developers, the study finds that mobile apps provide students with enhanced access to educational content, foster a deeper connection to the material, and support a more flexible and personalized learning experience. The research highlights how mobile technology can transform cultural heritage 12 education by providing students with new ways to engage with heritage sites and expand their learning beyond the classroom. 2.4 Case Studies of Successful Educational Heritage Apps Hincapié et al. (2021) examine the effectiveness of GPS-guided mobile applications in enhancing the educational experience related to cultural heritage, particularly in a project focused on Medellín’s Cisneros Square, known as the “Park of Lights.” The study compares two groups—one using a mobile app for guided exploration and one without—to assess differences in learning outcomes and cultural heritage knowledge. The results indicated that the group using the mobile app demonstrated better learning outcomes and a deeper understanding of the cultural heritage of the site. This study emphasizes the potential of GPS-guided apps in fostering a richer educational experience for students by helping them learn about heritage sites in an interactive and immersive manner. 2.5 Future Trends in Mobile Technology for Cultural Heritage Education Sigala (2006) explores how advancements in information and communication technology (ICT) and the evolution of the Internet have transformed the landscape of educational applications in cultural heritage. She discusses the impact of ICT on various functions within cultural heritage organizations, including conservation, exhibition, marketing, and administration, and how these technologies influence student learning experiences at every stage—before, during, and after their engagement with heritage sites. The chapter also highlights the emergence of multimedia information systems and virtual communities that enable the cultural heritage sector to redefine its role and engage students in new, interactive educational experiences. These trends suggest 13 how future mobile technologies will continue to shape the way students interact with cultural heritage, offering personalized learning and fostering more meaningful engagement. 3. User Experience (UX) Design in Mobile Applications 3.1 Principles of Effective UX Design Hamidli (2023) provides an overview of the fundamental concepts and principles of UI/UX design in "Introduction to UI/UX Design: Key Concepts and Principles." The article defines UI/UX design and emphasizes its significance in creating effective and engaging digital products. It elaborates on essential concepts such as user-centered design, usability, visual design, accessibility, consistency, feedback, prototyping, and continuous improvement, with detailed explanations and examples illustrating their practical application. The article highlights the ongoing nature of the design process and stresses the importance of these principles in creating successful and user-friendly designs, which are crucial for heritage apps aimed at enhancing students' learning experiences. 3.2 Importance of User-Centric Design in Educational Apps Černezel and Heričko (2013) present a user-centric approach for developing mobile applications, emphasizing the necessity of user acceptance for the success of educational apps. The article discusses three analytic tools used in this methodology and applies them in a case study focused on a mobile application. The application, which was designed for Android, aimed to support users by providing relevant content in an intuitive way. The study underscores the importance of user-centric design in enhancing the student experience, particularly in educational applications focused on cultural heritage. A user-centered design ensures that students can easily navigate 14 heritage sites, access learning materials, and engage with interactive content, improving the educational outcomes. 3.3 User Interface (UI) Elements for Heritage Educational Apps Kossatz et al. (2013) address the need for advanced interaction techniques in exploring large data-volume systems, specifically for cultural heritage data. They identify interaction challenges encountered in data-analysis applications and propose design guidelines to address these issues. The authors present a case study within the cultural heritage domain, showing how the proposed guidelines can enhance user interaction and decision-making. These guidelines help develop interfaces that support students in interacting with cultural heritage content in educational apps, offering solutions for presenting complex data in a user-friendly and engaging manner. The study contributes to the development of intuitive and effective UI elements tailored for student users of heritage educational applications. 3.4 Accessibility Features in Mobile Apps Yan and Ramachandran (2019) conducted a study titled "The Current Status of Accessibility in Mobile Apps," published in ACM Transactions on Accessible Computing (TACCESS). This research assessed the accessibility of 479 Android apps, focusing on their graphical user interface (GUI) and compliance with accessibility guidelines using the IBM Mobile Accessibility Checker (MAC). The study found significant accessibility violations, particularly issues related to element focus, missing descriptions, low text contrast, insufficient spacing, and inadequate sizes. The findings emphasize the need for improved accessibility features in mobile applications. For heritage education apps aimed at students, these features are crucial to ensure 15 that all users, including those with disabilities, can fully engage with the educational content and navigate heritage sites seamlessly. 3.5 Evaluating User Satisfaction and Feedback in Educational Apps Bano et al. (2017) investigate the relationship between user involvement, user satisfaction, and system success in software development. Through a longitudinal case study conducted over three years, the authors gathered qualitative data through interviews, observations, and document analysis. The results revealed that user satisfaction significantly contributes to the success of a software project, regardless of whether budget and schedule targets are achieved. The study highlights factors affecting user satisfaction at different stages of the development process. For educational mobile apps focused on cultural heritage, incorporating user feedback, particularly from students, is essential for ensuring that the app meets their needs and expectations. Effective management of user involvement and satisfaction ensures that heritage apps are engaging, relevant, and capable of improving the learning experience. 4. Case Studies of Successful Heritage Apps 4.1 Guided Tour Applications According to Larga, F. E. D. S. V. (2020), the development of a mobile tour guide app addresses overcrowding issues in Lisbon's Santa Maria Maior district by promoting sustainable heritage exploration. The app prototype focuses on providing guided walking tours that encourage exploration of less crowded areas and highlight sustainable points of interest. Key features include user engagement strategies, multimedia content, feedback mechanisms, gamification elements, and social media integration to raise awareness of sustainable practices. 16 The design process involved usability testing with participants from ISCTE’s research center, and the app employs a Dynamic Time Warping algorithm to measure adherence to recommended tours, offering insights into user behavior. Larga's work illustrates the potential of mobile technology to enhance heritage exploration and manage visitor flow at heritage sites. 4.2 GPS Navigation Features Sönmez, B. E., & Önder, D. E. (2019), in their study titled The Influence of GPS-based Navigation Systems on Perception and Image Formation: A Case Study in Urban Environments (Cities, 86, 102-112), explore how GPS-based navigation systems affect individuals' perception and mental image formation in urban environments. The authors discuss how mental images, formed through direct interaction with the environment and prior knowledge, guide individuals' actions. While GPS systems provide precise navigation, their use may limit the sensory experience of the environment. The research compares two groups—one using GPS devices and the other asking locals for directions. Participants later created cognitive maps of their routes, and the findings indicated that using GPS did not completely hinder the formation of mental images or the storage of environmental information. Landmarks emerged as dominant elements in participants' mental images during wayfinding. The study emphasizes the need to investigate the impacts of navigation methods on spatial perception, which is crucial for enhancing user engagement with heritage sites. 4.3 Cultural Resource Accessibility Neves (2018) discusses the concept of "Cultures of Accessibility," emphasizing the importance of making cultural heritage in museums accessible to people of all abilities. The study explores 17 how cultural identity contributes to the uniqueness of places and communities, driving development in both urban and remote areas. To effectively preserve and communicate cultural heritage, collaboration among all stakeholders is essential. Community museums play a vital role in presenting oral histories that resonate not only with foreign visitors but also with local people who hear their own stories reflected in unique ways. The work of John Falk is referenced, highlighting his visitor profile model, which predicts the museum experience based on various visitor types and underscores the importance of inclusivity in heritage management. 4.4 Event Notification Systems Olaleye, O., Olaniyan, A., Eboda, O., & Awolere, A. (2013) outline the development of an enterprise-class mass SMS mailing system that addresses the limitations of existing SMS gateways, particularly issues of vendor lock-in and scheduling capabilities. Many current systems are tied to specific SMS vendors, limiting user options and flexibility. The new system designed in this study supports multiple users and integrates with various SMS gateways, providing a unified interface with consistent features. A significant enhancement is the introduction of SMS message scheduling across all gateways, including those that do not offer this functionality. Users can also cancel scheduled messages as needed, improving the overall efficiency and usability of event notifications. This system could be beneficial in heritage apps for notifying users about events, tours, or new content related to heritage sites. 4.5 Community-driven Heritage Projects Smith, L., Morgan, A., & Van der Meer, A. (2003), in their study titled Community-driven Research in Cultural Heritage Management: The Waanyi Women's History Project (International 18 Journal of Heritage Studies, 9(1), 65-80), explore community involvement in heritage management. The paper examines a case study from Queensland, Australia, focusing on a community-initiated and controlled heritage project. The authors argue that an inclusive management process requires a reevaluation of how heritage is defined and understood, emphasizing the need to develop concepts of intangible heritage. They highlight the significance of recognizing the experiences and values associated with physical heritage, noting that these are also subject to management. Ultimately, the study calls for a self-conscious evaluation of heritage managers' roles and a commitment to supporting local community aspirations. This approach could serve as a valuable model for student-driven heritage projects that aim to engage local communities and make heritage experiences more accessible and relevant. 5. Community Engagement and Education 5.1 Importance of Community Involvement in Heritage Projects Li and Hunter (2015) explore why and how to involve community stakeholders in heritage projects to ensure sustainability. The study presents a conceptual model based on stakeholder theory and social capital, emphasizing the need for inter-stakeholder collaboration, participative decision-making, and shared responsibility to ensure long-term success. This study highlights the importance of involving local communities at the organizational level, offering practical recommendations for stakeholders to empower and engage local communities. This approach aligns with the goal of heritage projects to promote local cultural and historical knowledge through active participation from community members in curating and preserving heritage content. 19 5.2 Educational Features in Heritage Apps Hincapié et al. (2021) examine how mobile applications with GPS-guided features enhance the learning experience of cultural heritage. In their study, one group used a mobile app during a cultural heritage tour, while another did not, with the app group achieving better learning outcomes. This research highlights the potential for mobile apps to improve users' understanding and engagement with cultural heritage, supporting the educational objectives of heritage apps by providing users with a deeper connection to local history and culture. 5.3 Fostering Cultural Awareness through Technology Cuccurullo et al. (2020) discuss the growing need for intercultural education, particularly in diverse societies shaped by migration and global population flows. The study explores how technology can promote cultural awareness, understanding, and mutual recognition. This is highly relevant to heritage projects, as it encourages respect for diverse cultural identities, enhances awareness, and fosters deeper interaction among users regarding the cultural heritage they engage with. 5.4 Feedback Mechanisms for Community Input Ji, Feixia, et al. (2023) introduce a community-driven feedback mechanism to improve decision-making within social networks. This method relies on overlapping community structures and social trust relationships to reach consensus. By providing trusted feedback channels within heritage platforms, communities can contribute their opinions on heritage sites, recommend improvements, and share experiences. This approach ensures that the heritage initiative remains relevant to the community by continuously incorporating their input. 5.5 Case Studies of Successful Community Engagement Initiatives 20 De Weger, E., et al. (2018) emphasize the role of community engagement in delivering high-quality, inclusive services. Their review identifies principles for effective community engagement, including providing transparent leadership, creating a safe and trusting environment, and involving citizens early in the process. These principles can be applied to heritage projects to ensure that local stakeholders are involved in the development and maintenance of cultural initiatives, strengthening the relationship between heritage sites and the local community. 6. Cultural Identity and Heritage Interpretation 6.1 Defining Cultural Identity in the Context of Heritage Blake (2008) addresses the protection of cultural heritage, tracing its development from the 15th century in Europe, leading to global efforts such as the 1954 Hague Convention, which aimed to preserve cultural property during wartime. International laws, including those by UNESCO, reflect a growing recognition of the importance of protecting cultural heritage, which plays a vital role in local identity. Cultural heritage, as a collective responsibility, is crucial in preserving historical and cultural symbols for future generations. 6.2 How Heritage Sites Reflect Local Identity Mydland and Grahn (2012) explore how local communities play a pivotal role in preserving heritage, especially for sites that do not have national or international recognition. Their study found that local preservation efforts are often motivated by a desire to maintain cultural identity and community connections. These local practices of heritage preservation are shaped by both official policies and informal community efforts, which can sometimes conflict but also highlight the importance of local engagement in safeguarding heritage. 21 6.3 Methods of Interpreting Heritage Moreno-Melgarejo et al. (2019) emphasize the importance of effective heritage interpretation, which can be enhanced through interactive methods such as mobile applications. Their research shows that well-executed interpretation leads to stronger emotional connections with heritage sites, increased awareness of conservation issues, and overall visitor satisfaction. The study also highlights that interpretation serves as a tool for educating visitors about the historical and cultural significance of sites, making them more engaging and accessible. 6.4 The Role of Storytelling in Heritage Interpretation Roque (2022) explores how storytelling enhances the interpretation of heritage by connecting tangible sites with intangible cultural meanings. Digital storytelling, which adapts content to diverse audience profiles, can create immersive experiences for users. This process encourages active participation from both visitors and local communities, allowing for a more personal connection with the heritage. Storytelling not only educates but also fosters a sense of authenticity and belonging. 6.5 Balancing Authenticity and Heritage Preservation Tiberghien et al. (2020) discuss the tension between authenticity in heritage conservation and the expectations of visitors. Their study found that visitors who are informed about the cultural significance and authenticity of a heritage site have a better understanding and appreciation of it. The research suggests that clear communication and knowledge exchange between conservation experts and the public are essential for aligning heritage conservation with public consumption. 7. Digital Tools for Navigating and Exploring Heritage Sites 22 7.1 Strategies for Presenting Heritage Sites through Digital Platforms Schieder et al. (2014) discuss the role of Information and Communication Technologies (ICTs) in presenting cultural and natural heritage. ICTs help to make heritage sites more accessible to a broader audience, even those unable to visit the sites physically, by offering rich digital content and engaging interactions. The study emphasizes the effectiveness of digital platforms like mobile applications in conveying information about cultural heritage, which enhances understanding and appreciation of these sites. By leveraging such technologies, the cultural value of heritage sites is effectively communicated to the public, supporting the preservation and education of heritage. 7.2 Role of Social Media in Engaging Audiences with Heritage Surugiu and Surugiu (2015) explore how digital media, particularly social media platforms, are utilized to engage audiences with cultural heritage. The study highlights the importance of social media in fostering connections between local heritage sites and the public. As more individuals actively engage with platforms such as Facebook and Instagram, it becomes easier for heritage sites to reach a wider audience and share information about their significance. This shift to digital spaces helps local heritage become more visible and accessible, fostering deeper engagement with the community and enhancing cultural understanding. 7.3 Targeting Diverse Audiences in Heritage Engagement Ibrahim (2022) discusses how digital marketing has shifted cultural heritage presentation, utilizing platforms such as Instagram, Facebook, and Twitter to reach different demographics. These platforms allow for the efficient targeting of specific audiences, making it easier to engage them with events, exhibits, and educational content. The study suggests that digital tools are 23 essential in bringing cultural heritage to a wider audience, ensuring that information is accessible, engaging, and tailored to the interests of diverse groups. This strategy is vital for ensuring that cultural heritage sites resonate with young audiences and local communities. 7.4 Involving Local Stakeholders in Heritage Engagement Kisusi and Masele (2019) emphasize the importance of involving local communities and businesses in the recognition and presentation of cultural heritage. The study found that many culturally significant sites were not effectively recognized, limiting their potential to connect with the public. The research suggests that increased collaboration with local stakeholders can help raise awareness and improve the engagement of the community with heritage sites. Through this collaboration, heritage sites can become more accessible and meaningful, benefiting both local residents and visitors alike. 7.5 Evaluating the Effectiveness of Digital Engagement Strategies Ghai and Rahman (2018) explore the effectiveness of digital engagement strategies, particularly how digital campaigns influence young audiences. The study shows that digital content, particularly on social media platforms, is highly effective in engaging youth. These platforms allow for interactive, engaging content that resonates with younger demographics. This digital shift in engagement strategies enhances the visibility and accessibility of cultural content, fostering deeper engagement and greater understanding of heritage among the youth. 8. Heritage Site Navigation for Educational Purposes 8.1 Overview of Cultural Heritage and Education in Makati 24 Morales (2014) investigates the integration of cultural and artistic elements in urban development, focusing on how heritage and artistic expression can enhance the identity of urban spaces. The study suggests that cultural and historical features of a city contribute to its vibrancy and competitiveness. The paper highlights how heritage conservation can play a role in shaping the educational landscape by connecting local communities, especially students, to their cultural heritage. The article emphasizes that heritage-based education can enrich urban spaces and offer students opportunities for cultural exploration and learning. 8.2 Analysis of Existing Heritage Apps for Cultural Engagement Basaraba et al. (2019) explore the use of mobile apps for cultural heritage, specifically heritage trail apps, to facilitate engagement with heritage sites. The study provides a systematic analysis of several apps designed to enhance cultural experiences, revealing how different apps utilize narrative techniques and interactive features to engage users. The findings suggest that such apps can be valuable tools for students to navigate heritage sites and learn about their cultural significance. The research identifies key design and content features that contribute to the effectiveness of these apps in fostering deeper engagement with heritage. 8.3 Local Cultural Practices and Heritage Exploration Deguma, Case, and Tandag (2019) focus on the cultural traditions in the Philippines, particularly the religious practices of Quiapo and their cultural significance. While the study discusses the religious aspects of Filipino culture, it can be linked to how such practices contribute to a deeper understanding of local heritage. The role of such traditions in shaping local identity and culture is critical to educational applications, where students can engage with and explore their cultural 25 heritage through digital tools. The study underscores the value of cultural practices in educational heritage exploration, which can be facilitated through apps and digital platforms. 8.4 Adaptive Reuse and the Preservation of Historical Sites for Education Dimalanta, Agarpao, and colleagues (n.d.) explore the adaptive reuse of historical buildings in Manila, particularly Calle Hidalgo. The study discusses the importance of preserving historical structures and adapting them for contemporary use, emphasizing the educational potential of these sites. Adaptive reuse offers opportunities for students to engage with history in a real-world context, making cultural heritage more accessible for educational purposes. The study advocates for integrating heritage preservation with educational strategies, ensuring that students are connected to their cultural heritage through both physical sites and digital tools. 8.5 Strategies for Improving Heritage Engagement through Digital Platforms Aragon, Camalig, and Pagulayan (2024) examine innovative strategies for enhancing heritage site engagement, particularly focusing on alternative forms of exploration, such as cycle tours using Bambike (bamboo bicycles) in Intramuros. The study explores how this model encourages educational and sustainable interaction with heritage sites. While Bambike itself promotes environmental awareness, the study also demonstrates how digital tools can enhance the heritage experience by integrating environmental sustainability with cultural education. The findings suggest that interactive technologies, combined with green tourism practices, could be applied to apps designed for students and other learners, improving engagement and fostering a sense of responsibility for cultural preservation. This approach could serve as a framework for enhancing student involvement with heritage sites through digital platforms. 26  This section outlines the necessary hardware and software components required for the development and implementation of the Heritage Makati mobile application. To effectively run the app, the recommended hardware includes smartphones or tablets with an operating system of Android 8.0 (Oreo) or higher. Devices should have a quad-core processor with a speed of 1.5 GHz or higher, a minimum of 2 GB of RAM, and at least 100 MB of free storage space for app installation. A screen size of 5 inches or larger is preferred for ease of use, and the devices must have GPS capability for location-based services, a camera with at least 8 MP, and reliable internet connectivity via Wi-Fi and/or 4G. In terms of server specifications for backend management and data storage, a server with an Intel Xeon processor or equivalent at 2.5 GHz or higher, a minimum of 16 GB of RAM, and SSD storage of at least 1 TB is required. The operating system for the server should be Linux (Ubuntu 18.04 LTS or higher) or Windows Server 2016 and above, along with a high-speed internet connection with a bandwidth of at least 100 Mbps. The development of the Heritage Makati mobile app will rely on various software tools. Integrated Development Environments (IDEs) such as Android Studio will be used, along with programming languages including Java or Kotlin. For user data management, databases like MySQL will be employed, Cross-platform development can be facilitated using Android Studio. Additionally, APIs such as Google Maps API for geolocation and mapping, and Firebase for authentication and real-time data updates will be integrated. A version control system like Git will be essential for source code management and collaboration among developers. For user 27 interface (UI) design, tools such as Figma will be utilized to create the app’s user experience. Finally, testing tools including JUnit for Android and Selenium for automated testing will ensure the app’s reliability and performance. CHAPTER 3 Research Methodology This chapter presents the sequence of project development. It includes the discussion of methods and course of actions taken to develop the project, the collation of related information and development procedures, and the definition of a number of users on how the project was evaluated by the users and Information Technology specialists. RESEARCH DESIGN This study employs a combination of Developmental Research, Applied Research, and Descriptive Research (specifically Descriptive-Evaluative) to achieve its goals. These approaches are used to guide the design, development, and evaluation of a mobile application aimed at enhancing the cultural and historical engagement of University of Makati (UMak) students. DEVELOPMENTAL RESEARCH Developmental Research focuses on the creation and refinement of educational tools and technologies. In this study, it is applied to the design and development of the mobile application. The process involves iterative testing and modification to ensure the app meets its objectives of helping students explore the cultural heritage of Makati City. This method is relevant because the primary goal of the study is to develop a functional mobile application. The study adheres to the principles of formative development, where continuous 28 feedback is collected during the different stages of development. This feedback is used to improve the app before the final version is deployed. The development involves phases such as planning, design, and usability testing, which align with the iterative nature of developmental research. Relevance to the Study: Developmental research is integral to the creation of the mobile app because it allows the research team to focus on refining the app’s features, interface, and usability based on the needs of UMak students. By following a cyclical process of designing, testing, and revising, the study ensures the app addresses user needs effectively. APPLIED RESEARCH Applied Research is concerned with solving practical problems and is particularly relevant to real-world contexts. In this study, applied research is employed to solve the practical challenge of helping students navigate and engage with cultural heritage sites. The mobile app acts as a practical solution for students to access real-time information and site descriptions, facilitating a more meaningful exploration of Makati's historical landmarks. The goal of this research is to provide an immediate solution to a recognized problem: the lack of accessible and engaging tools for UMak students to explore heritage sites. The study takes into account current technologies, such as mobile applications and GPS systems, to build a user-friendly tool that enhances students’ cultural learning experiences. Relevance to the Study: Applied research is relevant to this study because it focuses on creating a tangible product—a mobile app—that addresses a specific need. The study does not just explore theoretical concepts but directly implements a solution that can be used by UMak students. This 29 practical approach ensures that the research has a direct, beneficial impact on the target population. DESCRIPTIVE RESEARCH Descriptive Research, particularly the Descriptive-Evaluative approach, is used to gather detailed information about how the mobile application is perceived by its users and how it performs in real-world conditions. This part of the study involves evaluating the app’s usability, functionality, and effectiveness in enhancing student engagement with cultural heritage sites. In the context of this study, descriptive-evaluative research involves surveys and interviews with students who use the mobile app. The goal is to describe their experiences, measure user satisfaction, and evaluate the app's ability to meet its objectives. By collecting both quantitative and qualitative data, the study provides a comprehensive evaluation of the app’s impact on student engagement and learning. Relevance to the Study: Descriptive-evaluative research is essential for understanding how effective the mobile app is in achieving its goals. This method allows the research team to gather feedback from actual users, assess their level of engagement, and identify areas for improvement. The findings from this evaluation help refine the app and ensure it provides the intended educational benefits. Relevance of Methods to the Study The combination of developmental research, applied research, and descriptive-evaluative research ensures that the study not only develops a functional mobile 30 application but also assesses its real-world impact on students. Each method plays a critical role in achieving the study’s objectives: Developmental research guides the iterative creation of the app, ensuring it is well-designed and user-friendly. Applied research focuses on addressing a real-world need, ensuring the app provides a practical solution to the problem of student engagement with heritage sites. Descriptive-evaluative research evaluates the effectiveness of the app in its intended use, providing data-driven insights into how well the app meets the needs of UMak students and promoting further improvements. PROJECT DEVELOPMENT In developing the project, the researchers underwent different activities shown in Figure 5 which identifies the analysis, resources and procedures in designing the project. The activities are illustrated below: 31  Figure 1. Agile Diagram The figure above is an Agile Diagram. Agile Methodology is a process by which the researchers manage a project by breaking it up into several stages and involving constant collaboration with stakeholders and continuous improvement and iteration at every stage. The Agile methodology begins with the Planning Phase, where the researchers engage with stakeholders, including UMak students, faculty, and cultural experts, to gather detailed requirements and insights for the mobile application. This was followed by the Development Sprints, which were structured into short, iterative cycles, typically lasting two weeks. Each sprint focused on implementing specific functionalities based on prioritized user stories derived from stakeholder feedback. Daily stand-up meetings ensured open communication and alignment among team members throughout the sprint. After each sprint, the team conducted thorough Testing and Feedback sessions. This involved unit testing, integration testing, and user acceptance testing (UAT) with a select group of UMak students. Feedback gathered during these sessions was crucial for identifying usability issues and areas for enhancement. The process continued with Iteration and Improvement, where insights from testing were integrated into subsequent sprints, refining the application further. At the conclusion of the development process, the application was deployed on the Google Play Store, marking the start of ongoing Deployment and Continuous Improvement. This phase ensures that user feedback is continuously collected, allowing for regular updates and enhancements to the application post-launch. 32 In summary, the Agile methodology facilitated a structured yet adaptable approach, enabling the researchers to develop a mobile application that effectively meets the evolving needs of UMak students. PROJECT DEVELOPMENT In developing the project, the researchers will undergo different activities shown in Figure 5. It identifies the analysis, resources, and procedures in designing and creating the project. The activities involved will be illustrated below: 33  Figure 5. Flowchart of the Project Data and Information Gathering Data and information about the topic will be gathered for the development of the study. This will include collecting relevant materials from academic articles, surveys, and interviews with stakeholders such as students, faculty, and cultural experts. The aim is to gather insights into user needs, preferences, and the cultural context of the heritage sites in Makati. Study and Analysis of the Information After gathering the relevant data and information, each data point will be analyzed. This analysis will involve organizing the data into themes related to user requirements and technical specifications. Qualitative data from interviews and surveys will be examined for trends and common feedback, while quantitative data will be statistically analyzed to inform feature development and application design. System Design In the system design, all required input data will be determined and planned. This will encompass defining the specific data inputs necessary for the application, such as user profiles, heritage site information, and real-time navigation parameters. Diagrams will be created to represent the system architecture, including Data Flow Diagrams (DFD), Entity-Relationship Diagrams (ERD), Context Diagrams, Use Case Diagrams, and Activity Diagrams, ensuring a comprehensive design approach. System Testing 34 The system testing procedures ensure that the developed mobile application, Makati DigiHeritage, is error-free and capable of consistently performing its intended tasks. The following tables identify the modules to be tested and the procedures for each test. Module Test Procedure User Profiling Module a) Ensures the form accepts inputted user details. b) Validates required fields for completeness. c) Checks if all fields are filled appropriately and validates against database records to prevent duplicates. User Log-in a) Validates credentials and provides secure access. Navigation Module a) Ensures location services work accurately for navigation to heritage sites. b) Checks if notifications for nearby heritage sites are correctly activated. Historical Information a) Ensures detailed and accurate historical data is displayed when a site is selected. b) Validates database integration for updating content. Notifications a) Tests real-time alerts about site restrictions, updates, or closures. b) Validates notification frequency and relevance. Feedback Collection a) Ensures feedback form captures user ratings and comments accurately. b) Checks if user feedback is stored and retrievable for analysis. Table 2: Testing Procedures in terms of Reliability and Performance 35  Criteria Tests Conducted Reliability Testing a) Tests system recovery after unexpected crashes or downtime. b) Ensures data consistency across sessions. c) Validates prompt delivery of notifications. Performance Testing a) Evaluates app response times and loading speeds. b) Assesses performance on various devices (Android and iOS) with differing specifications. c) Tests the app under different network conditions to verify offline capabilities. Table 2 shows the testing procedures that will be conducted during the system evaluation. It shows the tests to be conducted on the system features in terms of reliability and performance. System Development System development is the process of writing the code required to make the program perform the assigned tasks. This phase includes coding each feature identified in the design phase, ensuring that each module functions as planned. The process involves integrating various functionalities, testing individual modules, and troubleshooting any issues. System Evaluation The system will be evaluated by end-users and clients to ensure it meets their needs and performs reliably in a real-world setting. This implementation stage is a crucial part of the project, as it provides valuable feedback that can be used to make final adjustments and improvements to the app. Operation Procedure 36 Evaluation Procedure To evaluate the Makati DigiHeritage system, the following activities will be conducted: Preliminary Evaluation Once development is complete, the system will undergo preliminary testing by selected users (students and professors) to assess initial functionality and reliability. Feedback gathered here will address early usability issues or minor bugs. Final Evaluation After adjustments from preliminary evaluation, the app will be formally evaluated by two user groups: Information Technology (IT) specialists and Non-IT users (students and faculty). The participants will be randomly sampled to ensure varied feedback. Evaluation Instrument An evaluation instrument will be utilized for data collection, analysis, and summarization of results. The criteria for assessing the app’s performance include: a.) Functionality: Ease of operation, comfort, convenience, and user-friendliness. b.) Reliability: Accuracy in performance and consistency in providing the intended results. c.) Usability: Simplicity and ease of use for the app’s functions. d.) Efficiency: Resource utilization to deliver the required functionality. e.) Maintainability: Ease of maintenance, including diagnostics and updates. 37 Likert Scale for Evaluation A five-point Likert scale will be used to rate each criterion, from 1 (Poor) to 5 (Excellent). The scores collected will be computed to determine the Mean and Overall Mean, which will inform the interpretation of the results. The formula for Mean is: X = ∑fx where: X= Mean n f = frequency x = score n = total of frequency Overall Mean = ∑x n The following descriptive rating scale will be used to evaluate the research project. 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