000130076 001__ 130076
000130076 005__ 20240122171020.0
000130076 0247_ $$2doi$$a10.3390/educsci11080405
000130076 0248_ $$2sideral$$a124731
000130076 037__ $$aART-2021-124731
000130076 041__ $$aeng
000130076 100__ $$0(orcid)0000-0002-3023-4516$$aAso Morán, B.$$uUniversidad de Zaragoza
000130076 245__ $$aQuality requirements for implementing augmented reality in heritage spaces: teachers’ perspective
000130076 260__ $$c2021
000130076 5060_ $$aAccess copy available to the general public$$fUnrestricted
000130076 5203_ $$aAs 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.
000130076 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S50-20R$$9info:eu-repo/grantAgreement/ES/MINECO/EDU2016-78163-R
000130076 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000130076 592__ $$a0.518$$b2021
000130076 593__ $$aComputer Science (miscellaneous)$$c2021$$dQ2
000130076 593__ $$aComputer Science Applications$$c2021$$dQ2
000130076 593__ $$aPublic Administration$$c2021$$dQ2
000130076 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2021$$dQ2
000130076 593__ $$aDevelopmental and Educational Psychology$$c2021$$dQ2
000130076 594__ $$a2.9$$b2021
000130076 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000130076 700__ $$0(orcid)0000-0001-8589-6659$$aNavarro Neri, I.$$uUniversidad de Zaragoza
000130076 700__ $$0(orcid)0000-0002-7661-3001$$aGarcía Ceballos, S.$$uUniversidad de Zaragoza
000130076 700__ $$0(orcid)0000-0002-6757-7598$$aRivero Gracia, M.P.$$uUniversidad de Zaragoza
000130076 7102_ $$14013$$2210$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Socia.
000130076 773__ $$g11, 8 (2021), 405 [25 pp.]$$tEducation Sciences$$x2227-7102
000130076 8564_ $$s1639461$$uhttps://zaguan.unizar.es/record/130076/files/texto_completo.pdf$$yVersión publicada
000130076 8564_ $$s2831543$$uhttps://zaguan.unizar.es/record/130076/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000130076 909CO $$ooai:zaguan.unizar.es:130076$$particulos$$pdriver
000130076 951__ $$a2024-01-22-15:25:23
000130076 980__ $$aARTICLE