Quality Requirements for Implementing Augmented Reality in Heritage Spaces

Teachers’ Perspective

Bibliographic Data

ID22044526
AuthorsBorja Aso (0000-0002-3023-4516, Universidad de Zaragoza, corresponding author), Iñaki Navarro-Neri (0000-0001-8589-6659, Universidad de Zaragoza), Sara González Ceballo (0000-0002-7661-3001, Universidad de Zaragoza), Pilar Rivero (0000-0002-6757-7598, Universidad de Zaragoza)
Year2021
Volume11
Issue8
Pages405
Publication date2021-08-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11080405
OpenAlexW3188168751
LanguageEN
Citations received6
References cited77

As a consequence of the scarcity of studies of augmented reality (AR) in Spain, this study developed a questionnaire to evaluate teachers’ perceptions on the use of AR for heritage teaching (n = 347 teachers: n = 131 in-service/n = 216 in-training). The objectives were to: (1) identify teachers’ existing knowledge about AR; (2) evaluate educational strategies teachers value most in AR apps for teaching; (3) evaluate necessary AR functions; (4) determine desired technical and functional characteristics; and (5) compare any significant differences between the two groups. The results provide a contribution to the increasing implementation of AR apps in heritage education, which promotes the understanding, enjoyment, experience and knowledge of heritage. Heritage education is increasingly present in Spanish classrooms due to awareness of the country’s rich heritage, and AR is a good tool for understanding and linking society with its heritage. From the results, it is clear that, despite their desire for implementation, there is a lack of teacher training in applying AR; both subsamples pointed out the importance of humanising the explanations in AR apps with experts or actors who mediate heritage and value the ease of use of these apps, multifunctionality, low battery consumption, and use in the background. Significant differences suggest potentially greater educational commitment among active teachers who seek deep and meaningful learning, above the superficiality and enjoyment reported by teachers in training and, on the contrary, the value placed on technical and visual aspects, related to the high use of mobile devices

Augmented reality · Mathematics education · Pedagogy · Perception · Scarcity · 3D Surveying and Cultural Heritage · Augmented Reality Applications · Computer Science · Psychology · Virtual Reality Applications and Impacts

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Open DOIOpen Access