Today, augmented reality (AR) applications are being used in many fields, such as advertising, entertainment, tourism, and education. Location-based augmented reality (AR) is a technology where interactive digital content is associated with real-world locations and their geo-based markers. The merging of the real-world environment with the digital content occurs when the user reaches these locations. Location-based AR applications are typically experienced using mobile devices with the ability to report the user’s location via GPS. These applications are increasingly used in education, since it has been shown that they positively affect student satisfaction and engagement. Furthermore, it is known in the literature that learner satisfaction and engagement increase when gamification and storytelling techniques are incorporated into the educational process. The aim of the study is to present two location-based, educational augmented-reality applications that utilize gamification and storytelling to provide cultural heritage knowledge about a prehistoric lake settlement. The study also aims to provide ideas and guidance to educators who wish to create applications that transform educational visits to archeological sites and museums into engaging augmented-reality experiences. Both applications underwent a preliminary evaluation using a sample of 71 higher-education students and a sample of 58 school students. The findings showed that the applications scored well in aspects such as ease of use, student satisfaction, and perceived educational usefulness.

Location-based Augmented Reality applications are increasingly used in many research and commercial fields. Some of the fields that these applications are used are recreational digital games, tourism, education, and marketing. This study aims to present a location-based augmented reality (AR) application for cultural heritage communication and education. The application was created to inform the public, especially K12 students, about a district of their city with cultural heritage value. Furthermore, Google Earth was utilized to create an interactive virtual tour for consolidating the knowledge acquired by the location-based AR application. A scheme for evaluating the AR application was also constructed using factors suitable for location-based applications: challenge, educational usefulness (knowledge), collaboration, and intention to reuse. A sample of 309 students evaluated the application. Descriptive statistical analysis showed that the application scored well in all factors, especially in challenge and knowledge (mean values 4.21 and 4.12). Furthermore, structural equation modeling (SEM) analysis led to a model construction that represents how the factors are causally related. Based on the findings, the perceived challenge significantly influenced the perceived educational usefulness (knowledge) (b = 0.459, sig = 0.000) and interaction levels (b = 0.645, sig = 0.000). Interaction amongst users also had a significant positive impact on users’ perceived educational usefulness (b = 0.374, sig = 0.000), which in turn influenced users’ intention to reuse the application (b = 0.624, sig = 0.000).

The aim of this paper is to present an approach that utilizes several mixed reality technologies for touristic promotion and education. More specifically, mixed reality applications and games were created to promote the mountainous areas of Western Macedonia, Greece, and to educate visitors on various aspects of these destinations, such as their history and cultural heritage. Location-based augmented reality (AR) games were designed to guide the users to visit and explore the destinations, get informed, gather points and prizes by accomplishing specific tasks, and meet virtual characters that tell stories. Furthermore, an immersive lab was established to inform visitors about the region of interest through mixed reality content designed for entertainment and education. The lab visitors can experience content and games through virtual reality (VR) and augmented reality (AR) wearable devices. Likewise, 3D content can be viewed through special stereoscopic monitors. An evaluation of the lab experience was performed with a sample of 82 visitors who positively evaluated features of the immersive experience such as the level of satisfaction, immersion, educational usefulness, the intention to visit the mountainous destinations of Western Macedonia, intention to revisit the lab, and intention to recommend the experience to others.

Augmented reality (AR) applications are currently used in many fields for communication and educational purposes. Tourism is also a sector where augmented reality is used for destination marketing and cultural heritage promotion. This study will focus on mobile location-based AR applications and their potential in tourism. Such applications can guide tourists to places of interest and enhance their overall experience. The aim of this paper is to present a mobile application that was created for tourists visiting the region of Western Macedonia, Greece. The application was developed in order to guide the users in the region, entertain them, and educate them about the region’s sights, cultural heritage, and other special characteristics. The paper also aims to present a large set of features that are present in the application, including various types of AR (marker-based, markerless, and location-based) in order to provide designers who wish to create AR applications for tourism with new ideas. The application was validated by a usability test, and its features were evaluated by 39 participants who completed a questionnaire with 29 Likert-scale items. This procedure revealed the level of acceptance for the application features, and valuable feedback was also received during a discussion with the participants about how the application could be upgraded in the future.

Location-based Augmented Reality (AR) refers to educational mobile applications where a layer of digital content overlays the users’ physical environment when the users reach specific geographical locations. Unlike marker-based AR, which relies on predefined visual triggers (e.g., 2D images), location-based AR relies on GPS sensors and other positioning technologies and techniques to overlay digital content such as text, images, 3D models, animations, video, or audio onto the physical world based on the user’s real-time location. This approach transforms physical spaces into dynamic learning environments, enabling students to engage with educational content in a way that is tied to their immediate surroundings, adopting in this way principles of learning theories such as situated learning and place-based learning.

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.