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 rapid expansion of generative artificial intelligence tools for textual production, such as ChatGPT, has been accompanied by a proliferation of similar tools used for creating images, audiovisual content, and motion graphics. These tools, valued for their creativity, are increasingly employed in the fields of art, education, and entertainment to enhance content creation, particularly on social media, while also reducing production costs. However, their use is not without controversy, as they raise significant ethical concerns, including the potential for generating fake news and disinformation. This paper presents an analysis of higher education students’ perspectives on the use of generative artificial intelligence tools within the context of a university course. The research was conducted through semi-structured interviews with 10 fourth-year students from the Department of Communication and Digital Media at the University of Western Macedonia. The study aims to provide an initial understanding of the impact of these tools in both education and communication, focusing on students who are future professionals in the communication field. The interviews explored the potential benefits of these technologies, which were valued highly, and the challenges presented such as privacy and credibility issues, which concerned the participants. Misinformation and deception were cited as the most significant risks, while these tools were evaluated positively in terms of communicative purposes, but still maintaining skepticism.

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.

Objective Heart failure (HF) is a common cause of hospitalisation and death in adults with congenital heart disease (CHD). However, the risk of HF in young patients with CHD has not been determined. Methods By linkage of national patient registers in Sweden, we identified 21 982 patients with CHD born between 1970 and 1993, and compared these with 10 controls per case. Follow-up data were collected from birth until 2011 or death. Results Over a mean follow-up of 26.6 years in patients with CHD and 28.5 years in controls, 729 (3.3%) and 75 (0.03%) developed HF, respectively. The cumulative incidence of HF in all CHD was 6.5% and in complex CHD 14.8% up to age 42 years. Thus, one patient in 15 with CHD runs the risk of developing HF before age 42 years, a risk that is 105.7 times higher (95 % CI 83.2 to 134.8) compared with controls. For patients with complex CHD (such as conotruncal defects, univentricular hearts, endocardial cushion defects), one in seven will develop HF, a HR of 401.5; 95% CI 298 to 601 as compared with controls. The cumulative probability of death in patients with CHD, after HF diagnosis, was 63.4% (95% CI 57.5 to 69.3). Conclusions An extremely high risk of developing HF (more than 100-fold) was found in patients with CHD, compared with matched controls, up to the age of 42 years. Patients with complex congenital heart malformations carried the highest risk and have to be considered as the main risk group for developing HF.