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.

The present paper discusses extended reality (XR) applications specifically designed to enhance experiential location-based learning in outdoor spaces, which are utilized in the context of an environmental education program of the Education Center for the Environment and Sustainability (E.S.E.C.) of Kastoria. With the use of augmented, mixed, and virtual reality technologies, an attempt is made to enrich the knowledge and experiences of the students during their visit to the representation of the Neolithic settlement (open-air museum) and their active participation in the learning process. Students take on roles such as those of an archeologist, a detective, and an explorer. By utilizing mobile devices and leveraging GPS technology, students search for and identify virtual findings at the excavation site, travel through time, and investigate the resolution of a mystery (crime) that occurred during the Neolithic period, exploring and navigating the space of the neolithic representation interacting with real and virtual objects, while through special VR glasses they discover the lifestyle of neolithic man. The design of the applications was based on the ADDIE model, while the evaluation was conducted using a structured questionnaire for XR experiences. The fundamental constructs of the questionnaire were defined as follows: Challenge, Satisfaction/Enjoyment, Ease of Use, Usefulness/Knowledge, Interaction/Collaboration, and Intention to Reuse. A total of 163 students were involved in the study. Descriptive statistics showed consistently high scores across factors (M = 4.21–4.58, SD = 0.41–0.63). Pearson correlations revealed strong associations between Challenge—Satisfaction/Enjoyment (r = 0.688), Usefulness/Knowledge—Intention to Reuse (r = 0.648), and Satisfaction—Intention to Reuse (r = 0.651). Regression analysis further supported key relationships such as Usefulness/Knowledge—Intention to Reuse (β = 0.31, p < 0.001), Usefulness/Knowledge—Interaction/Collaboration (β = 0.34, p < 0.001), Satisfaction/Enjoyment—Usefulness/Knowledge (β = 0.42, p < 0.001) and Challenge—Satisfaction/Enjoyment (β = 0.69, p < 0.001). Overall, findings suggest that well-designed XR experiences can support higher engagement, perceived cognitive value, and intention to reuse in authentic outdoor learning contexts.