Quality requirements for implementing augmented reality in heritage spaces: teachers’ perspective

Aso Morán, B. (Universidad de Zaragoza) ; Navarro Neri, I. (Universidad de Zaragoza) ; García Ceballos, S. (Universidad de Zaragoza) ; Rivero Gracia, M.P. (Universidad de Zaragoza)

Resumen: 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.

Idioma: Inglés

DOI: 10.3390/educsci11080405

Año: 2021

Publicado en: Education Sciences 11, 8 (2021), 405 [25 pp.]
ISSN: 2227-7102

Factor impacto CITESCORE: 2.9 - Social Sciences (Q1) - Psychology (Q2) - Health Professions (Q2) - Computer Science (Q2)

Factor impacto SCIMAGO: 0.518 - Computer Science (miscellaneous) (Q2) - Computer Science Applications (Q2) - Public Administration (Q2) - Physical Therapy, Sports Therapy and Rehabilitation (Q2) - Developmental and Educational Psychology (Q2)

Financiación: info:eu-repo/grantAgreement/ES/DGA/S50-20R
Financiación: info:eu-repo/grantAgreement/ES/MINECO/EDU2016-78163-R

Tipo y forma: Article (Published version)

Área (Departamento): Área Didáctica Ciencias Socia. (Dpto. Didácticas Específicas)