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

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 teac...

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Autores: Aso Morán, Borja, Navarro Neri, Iñaki, García-Ceballos, Silvia, Rivero Gracia, Pilar
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad Pública de Navarra
Repositorio:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
OAI Identifier:oai:academica-e.unavarra.es:2454/52897
Acceso en línea:https://hdl.handle.net/2454/52897
Access Level:acceso abierto
Palabra clave:Augmented reality in education
Heritage education
Teachers
Cultural heritage
ICT
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spelling Quality requirements for implementing augmented reality in heritage spaces: teachers' perspectiveAso Morán, BorjaNavarro Neri, IñakiGarcía-Ceballos, SilviaRivero Gracia, PilarAugmented reality in educationHeritage educationTeachersCultural heritageICTAs 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.This research was funded by Government of Aragón and European Regional Development Fund (ERDF), grant number RISS3-LMP18_18 'ARAGÓN OPEN AIR MUSEUM (2014-2020 Construyendo Europa desde Aragón)'. Besides, this research was funded by the Spanish Ministry of Science, Innovation and Universities and EU's ERDF grant number EDU2016-78163-R 'Educo-municación web 2.0 del patrimonio'. Moreover, this research was funded by University Institute for Research in Environmental Sciences of Aragon (IUCA) and Research Group ARGOS, grant number (S50_20R).MDPICiencias humanas y de la educaciónGiza eta Hezkuntza Zientziak2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2454/52897reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglésinfo:eu-repo/grantAgreement/AEI//EDU2016-78163-R© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/528972026-06-17T12:41:47Z
dc.title.none.fl_str_mv Quality requirements for implementing augmented reality in heritage spaces: teachers' perspective
title Quality requirements for implementing augmented reality in heritage spaces: teachers' perspective
spellingShingle Quality requirements for implementing augmented reality in heritage spaces: teachers' perspective
Aso Morán, Borja
Augmented reality in education
Heritage education
Teachers
Cultural heritage
ICT
title_short Quality requirements for implementing augmented reality in heritage spaces: teachers' perspective
title_full Quality requirements for implementing augmented reality in heritage spaces: teachers' perspective
title_fullStr Quality requirements for implementing augmented reality in heritage spaces: teachers' perspective
title_full_unstemmed Quality requirements for implementing augmented reality in heritage spaces: teachers' perspective
title_sort Quality requirements for implementing augmented reality in heritage spaces: teachers' perspective
dc.creator.none.fl_str_mv Aso Morán, Borja
Navarro Neri, Iñaki
García-Ceballos, Silvia
Rivero Gracia, Pilar
author Aso Morán, Borja
author_facet Aso Morán, Borja
Navarro Neri, Iñaki
García-Ceballos, Silvia
Rivero Gracia, Pilar
author_role author
author2 Navarro Neri, Iñaki
García-Ceballos, Silvia
Rivero Gracia, Pilar
author2_role author
author
author
dc.contributor.none.fl_str_mv Ciencias humanas y de la educación
Giza eta Hezkuntza Zientziak
dc.subject.none.fl_str_mv Augmented reality in education
Heritage education
Teachers
Cultural heritage
ICT
topic Augmented reality in education
Heritage education
Teachers
Cultural heritage
ICT
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021
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dc.identifier.none.fl_str_mv https://hdl.handle.net/2454/52897
url https://hdl.handle.net/2454/52897
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI//EDU2016-78163-R
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
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