Augmented Reality for Natural Heritage Education: A Design Framework for Enhancing Indoor Experiences
Augmented Reality (AR) seamlessly blends the real-world environment with digitally generated content, creating an interactive hybrid experience where both realities coexist. This paper explores an augmented reality application developed for natural heritage education, specifically designed to enhanc...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-05-01
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| Series: | Heritage |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2571-9408/8/6/191 |
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| Summary: | Augmented Reality (AR) seamlessly blends the real-world environment with digitally generated content, creating an interactive hybrid experience where both realities coexist. This paper explores an augmented reality application developed for natural heritage education, specifically designed to enhance indoor learning. The focus is on a learning activity titled Exploring the Aquarium, implemented by the Education Centre for the Environment and Sustainability (E.S.E.C.) of Kastoria as part of an environmental education program. The activity enriches students’ knowledge and experiences during their aquarium visit, fosters active participation in the learning process, stimulates cognitive interest, and encourages actions that support the ecological restoration of aquatic ecosystems. This paper presents the application’s design criteria, thematic focus, learning objectives, and core functionalities. Additionally, the paper presents findings from quantitative research evaluating the learning experience. A questionnaire tailored for AR applications was employed to assess aspects such as challenge, educational value (knowledge gained), user collaboration, and intention to reuse the app. Data were collected from 148 K-12 students during the 2023–2024 school year. Descriptive statistical analysis revealed that all factors were evaluated highly. The results indicate that the AR-enhanced educational activity captured the students’ interest and facilitated a collaborative learning environment. The application was positively rated for its functionality, usability, informational content, and the satisfaction it provided, as well as its ability to encourage cooperation and future reuse. |
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| ISSN: | 2571-9408 |