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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.
This chapter analyses how Spanish institutions, archaeological sites and publishers in the field of formal education are using Augmented Reality (AR) as an educational tool. After a decade since its arrival in the cultural world of Spain, augmented reality has undergone a process of implementation and settlement characterized by being in the background of activities, exhibitions and by apps with such short life cycles that only a few specific studies have been conducted. The use of AR in some Roman sites in Spain, the Sorolla museum in Madrid and the Alhambra in Granada are examples that are analysed in this chapter based on significant educational theories within the field of Heritage Education.
Pilar Rivero; Silvia García-Ceballos; Borja Aso; Iñaki Navarro-Neri. Augmented Reality in Spain: Heritage Education, Cultural Tourism and Museums. Movement, Time, Technology, and Art 2021, 109 -125.
AMA StylePilar Rivero, Silvia García-Ceballos, Borja Aso, Iñaki Navarro-Neri. Augmented Reality in Spain: Heritage Education, Cultural Tourism and Museums. Movement, Time, Technology, and Art. 2021; ():109-125.
Chicago/Turabian StylePilar Rivero; Silvia García-Ceballos; Borja Aso; Iñaki Navarro-Neri. 2021. "Augmented Reality in Spain: Heritage Education, Cultural Tourism and Museums." Movement, Time, Technology, and Art , no. : 109-125.
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.
Although augmented reality (AR) has come to play an increasingly important role in a wide range of areas, its use remains rather limited in the realm of heritage education. This paper sets out to analyze which heritage-related apps can be found in Europe that partly or wholly use AR as a tool to help users learn about different types of heritage. Our study only identified a limited number of such apps and we used this sample both to paint a portrait of the current state of the question and also to highlight certain observable trends. The results showed that most such apps used AR to reconstruct spaces and buildings, and to a lesser extent, objects. Many of these apps used an academic mode of communication to provide a temporal perspective of monumental and (mainly) historical heritage. The paper also outlines future lines of research dedicated to finding more apps that could be used to increase the current sample size. This would allow for a more comprehensive assessment of such apps from an educational point of view. Several case studies are proffered in order to highlight the keys to successful use of AR in heritage apps.
Ursula Luna; Pilar Rivero; Naiara Vicent. Augmented Reality in Heritage Apps:Current Trends in Europe. Applied Sciences 2019, 9, 2756 .
AMA StyleUrsula Luna, Pilar Rivero, Naiara Vicent. Augmented Reality in Heritage Apps:Current Trends in Europe. Applied Sciences. 2019; 9 (13):2756.
Chicago/Turabian StyleUrsula Luna; Pilar Rivero; Naiara Vicent. 2019. "Augmented Reality in Heritage Apps:Current Trends in Europe." Applied Sciences 9, no. 13: 2756.
The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.
Pilar Rivero; Julián Pelegrín. WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT? Cadernos de Pesquisa 2019, 49, 96 -119.
AMA StylePilar Rivero, Julián Pelegrín. WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT? Cadernos de Pesquisa. 2019; 49 (172):96-119.
Chicago/Turabian StylePilar Rivero; Julián Pelegrín. 2019. "WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?" Cadernos de Pesquisa 49, no. 172: 96-119.
El presente trabajo realiza un análisis de la situación de la educación patrimonial basada en las tecnologías de la información y comunicación (TIC) en España, presentando una síntesis de la legislación referente a la enseñanza del patrimonio para, posteriormente y a partir de la labor de revisión, caracterización y puesta en valor realizada por el Observatorio de Educación Patrimonial en España, definir una relación de variables estructurantes y presentar una selección de casos significativa de las tendencias actuales de cara a definir las perspectivas de futuro de la aplicación de las TIC para educación patrimonial en España.
Alex Ibáñez-Etxeberria; Olaia Fontal Merillas; Pilar Rivero Gracia. Educación patrimonial y TIC en España: marco normativo, variables estructurantes y programas referentes. Arbor 2018, 194, 448 .
AMA StyleAlex Ibáñez-Etxeberria, Olaia Fontal Merillas, Pilar Rivero Gracia. Educación patrimonial y TIC en España: marco normativo, variables estructurantes y programas referentes. Arbor. 2018; 194 (788):448.
Chicago/Turabian StyleAlex Ibáñez-Etxeberria; Olaia Fontal Merillas; Pilar Rivero Gracia. 2018. "Educación patrimonial y TIC en España: marco normativo, variables estructurantes y programas referentes." Arbor 194, no. 788: 448.
The present paper reports on a case study performed on the Museum of Calatayud's educational program where the latter is showcased as a didactic model for the museumization of archaeological remains in the Iberian Peninsula (museum and site). This research has been developed by the Spanish Heritage Education Observatory (SHEO) in conjunction with the University of Zaragoza's CIVITAS project. The study shows a qualitative approach and is based on the comprehensive evaluation of the program's educational design and implementation resulting from a previous analysis of a sample consisting of N = 223 educational programs on archeological heritage. The evaluation has been conducted by using the SHEO method, whose aim is to gain deeper insights into educational practices by means of a standards‐based assessment of their underlying designs. Following the results of this study, the Museum of Calatayud appears as a clear benchmark: an institution that stands out because of its holistic conception and an approach that addresses issues of symbolism and identity in order to raise the population's awareness of its legacy and the importance of education inspired by heritage‐related values of respect and protection. Our research enables us to draw up a decalogue of key actions which we do not mean to be transferable to other contexts, but rather to provide an example or a starting point for future educational designs and implementations by the museum community and heritage institutions.
Pilar Rivero; Olaia Fontal Merillas; Silvia García-Ceballos; Marta Martínez Rodríguez. Heritage Education in The Archaeological Sites. An Identity Approach in The Museum of Calatayud. Curator: The Museum Journal 2018, 61, 315 -326.
AMA StylePilar Rivero, Olaia Fontal Merillas, Silvia García-Ceballos, Marta Martínez Rodríguez. Heritage Education in The Archaeological Sites. An Identity Approach in The Museum of Calatayud. Curator: The Museum Journal. 2018; 61 (2):315-326.
Chicago/Turabian StylePilar Rivero; Olaia Fontal Merillas; Silvia García-Ceballos; Marta Martínez Rodríguez. 2018. "Heritage Education in The Archaeological Sites. An Identity Approach in The Museum of Calatayud." Curator: The Museum Journal 61, no. 2: 315-326.
Se analizan las posibilidades de contribuir a la Educación patrimonial a través de la integración de la arqueología virtual (reconstrucciones y recreaciones virtuales, realidad aumentada, etc.) en propuestas didácticas planteadas desde diversas metodologías. Para ello se tienen en cuenta de diferentes proyectos de innovación y de investigación educativa que se han tenido como base visualización, manipulación, clasificación o construcción de objetos virtuales de carácter arqueológico, algunos de ellos en el entorno de la web social colaborativa o web 2.0.
Pilar Rivero; Maria Feliu. Aplicaciones de la arqueología virtual para la Educación Patrimonial: análisis de tendencias e investigaciones. Estudios pedagógicos (Valdivia) 2017, 43, 319 -330.
AMA StylePilar Rivero, Maria Feliu. Aplicaciones de la arqueología virtual para la Educación Patrimonial: análisis de tendencias e investigaciones. Estudios pedagógicos (Valdivia). 2017; 43 (4):319-330.
Chicago/Turabian StylePilar Rivero; Maria Feliu. 2017. "Aplicaciones de la arqueología virtual para la Educación Patrimonial: análisis de tendencias e investigaciones." Estudios pedagógicos (Valdivia) 43, no. 4: 319-330.