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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.
Borja Aso; Iñaki Navarro-Neri; Silvia García-Ceballos; Pilar Rivero. Quality Requirements for Implementing Augmented Reality in Heritage Spaces: Teachers’ Perspective. Education Sciences 2021, 11, 405 .
AMA StyleBorja Aso, Iñaki Navarro-Neri, Silvia García-Ceballos, Pilar Rivero. Quality Requirements for Implementing Augmented Reality in Heritage Spaces: Teachers’ Perspective. Education Sciences. 2021; 11 (8):405.
Chicago/Turabian StyleBorja Aso; Iñaki Navarro-Neri; Silvia García-Ceballos; Pilar Rivero. 2021. "Quality Requirements for Implementing Augmented Reality in Heritage Spaces: Teachers’ Perspective." Education Sciences 11, no. 8: 405.
Improving heritage educommunication on the web 2.0 is key to reaching certain sustainable development goals focused on educational quality and citizen participation. Although numerous partial studies have already been conducted, to date neither assessment tools nor detailed studies are available regarding the quality of educommunicative initiatives. Spain and Italy’s archaeological heritage museums have a consolidated track record on Twitter, which has been bolstered by museum closures due to COVID-19 and has resulted in a significant change to their educommunicative policies. The present article aims to analyze educommunicative actions undertaken on Twitter at Italian archaeological museums, compare their strategies with a previous study on Spanish institutions, and analyze to what degree the sustainability of heritage, citizen participation, learning opportunities, and universal access are being promoted. This mixed method analysis was carried out through the implementation of a web 2.0 heritage educommunication analysis tool focused on three key factors: educational procedure, R-elational interactions, and the prevailing learning paradigm, as well as a content analysis of the variables that comprise them. The key findings suggest that neither country is close to achieving a quality educommunicative strategy. Italian archaeological heritage institutions use Twitter simply as an advertising platform. Despite being a social media platform, participative initiatives are scarcely promoted, although heritage sustainability is promoted through raising awareness of conservation and appreciation. Spanish institutions, however, demonstrated the opposite pattern of use.
Silvia García-Ceballos; Pilar Rivero; Sebastián Molina-Puche; Iñaki Navarro-Neri. Educommunication and Archaeological Heritage in Italy and Spain: An Analysis of Institutions’ Use of Twitter, Sustainability, and Citizen Participation. Sustainability 2021, 13, 1602 .
AMA StyleSilvia García-Ceballos, Pilar Rivero, Sebastián Molina-Puche, Iñaki Navarro-Neri. Educommunication and Archaeological Heritage in Italy and Spain: An Analysis of Institutions’ Use of Twitter, Sustainability, and Citizen Participation. Sustainability. 2021; 13 (4):1602.
Chicago/Turabian StyleSilvia García-Ceballos; Pilar Rivero; Sebastián Molina-Puche; Iñaki Navarro-Neri. 2021. "Educommunication and Archaeological Heritage in Italy and Spain: An Analysis of Institutions’ Use of Twitter, Sustainability, and Citizen Participation." Sustainability 13, no. 4: 1602.
On 18 March 2020, Spanish museums saw their in-person activities come to a halt. This paradigm shift has raised questions concerning how these institutions reinvented themselves and modified their edu-communicative strategies to promote heritage through active citizen participation. The present study centers on analyzing how the main Spanish archaeological museums and sites (N = 254) have used Twitter as an edu-communicative tool and analyzes the content of their hashtags through a mixed methodology. The objective is to identify the educational strategies for both transmitting information as well as interacting with users. We did it by observing and analyzing if Spanish archaeological institutions are promoting a type of quality, accessible, and egalitarian education and promoting the creation of cyber communities that ensure the sustainability of heritage through citizen participation. This paper proposes an innovative assessment of communication on Twitter based on the purpose of messages from the viewpoint of heritage education, their r-elational factor, and predominant type of learning. The main findings reveal a significant increase in Twitter activity, both in quantitative and qualitative terms: educational content is gaining primacy over the simple sharing of basic information and promotional content. The networks forge new ways to teach–learn and interact with media and represent a strong channel to promote the sustainability of heritage, its preservation, and appreciation.
Pilar Rivero; Iñaki Navarro-Neri; Silvia García-Ceballos; Borja Aso. Spanish Archaeological Museums during COVID-19 (2020): An Edu-Communicative Analysis of their Activity on Twitter through the Sustainable Development Goals. Sustainability 2020, 12, 8224 .
AMA StylePilar Rivero, Iñaki Navarro-Neri, Silvia García-Ceballos, Borja Aso. Spanish Archaeological Museums during COVID-19 (2020): An Edu-Communicative Analysis of their Activity on Twitter through the Sustainable Development Goals. Sustainability. 2020; 12 (19):8224.
Chicago/Turabian StylePilar Rivero; Iñaki Navarro-Neri; Silvia García-Ceballos; Borja Aso. 2020. "Spanish Archaeological Museums during COVID-19 (2020): An Edu-Communicative Analysis of their Activity on Twitter through the Sustainable Development Goals." Sustainability 12, no. 19: 8224.