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Abstract Transmedia skill, derived from the process of converting films into educational games using augmented reality and artificial intelligence, involves employing various languages and mediums to adapt an original narrative to another format. This transmedia practice presents an opportunity to cultivate diverse skills in teacher training by transforming film narratives into educational games with Augmented Reality (AR) and Artificial Intelligence (AI). Moreover, these educational games enable student engagement in missions or challenges, enhancing their engagement with educational activities. Thus, this research stems from an Innovation project implemented in the Degree in Early Childhood Education (N=77) with two groups of university students who developed 24 educational games in physical and digital formats. The objectives are: 1) to compare the transmedia process adopted by both groups when converting children's animation films into games, some in digital format and others combining physical and digital resources; and 2) to analyze their transmedia skill reflected in the games developed. The methodology adopted is non-experimental empirical, with a descriptive and comparative nature. Two instruments were designed and validated, one to analyze the transmedia process followed in each case and another to ascertain the level of transmedia skill of the university students. The results reveal that both groups chose different creative approaches to gamify the films, expanding their stories by leveraging the potential of AR and AI to create interactive characters and settings. From this, their transmedia capability could be inferred. Thus, the use of digital applications to collaboratively design games—utilizing film narratives—represented an innovation in their training, holistically enhancing various skills. In conclusion, this experience presents an opportunity to increase the transmedia skills of future educators.

For personal and socioeconomic development, education is a fundamental element. However, despite its relevance and importance, there is no inclusive education that allows access to the entire population. This is especially noticeable in contexts where students are at risk of exclusion. This paper presents a project that aims to reduce the technological gap in the most disadvantaged social classes by promoting the use of Augmented Reality technology. To this end, an experience with children at risk of social exclusion is presented, in which they participated in two training workshops over two weeks, organized into two groups, where one group used Augmented Reality with Tablets and the other did not. The objective of the experience was to assess the impact of using this technology on the emotional state of the students, as well as on the development of computational thinking competence. The results show that students who used Augmented Reality significantly improved their academic results in block programming compared to those who did not use it. Additionally, it was found that the emotional state of the former was generally more pleasant compared to the latter.

Within a sociocultural context where visual components are becoming increasingly important and new technologies are spreading, geography must adapt to new demands, avoid trivialization in the use of images, and approach the task of creating graphic elements based on an effective and rigorous transmission of knowledge. Considering Augmented Reality as an advantageous technology due to the interactive, self-guided and dynamic nature of its tools, this research seeks to prove its effectiveness and determine the main benefits derived from its application in the representation of landscapes. The methodology takes as its starting point basic graphic materials, most of which are already known in landscape studies. Procedures based on new computer techniques are applied to these materials in order to obtain digital resources compatible with Augmented Reality and Virtual Reality. These resources can be integrated into more complex tools that help explain the composition and dynamics of landscapes. Thus, the figures presented in this article are accompanied by a web link and also incorporate a hyperlink, so that by clicking on them, the aforementioned resources are accessed. And those figures with the Observatorio del Territorio (OT) logo are image markers in themselves that allow Augmented Reality content to be opened on devices. The results are obtained by testing various forms of multimedia representation in the context of an R&D project with application in various urban, rural and natural areas of the Principality of Asturias. These are hosted on the server of the Observatorio del Territorio at the University of Oviedo. The conclusions indicate the beneficial use of dynamic sequences (animations, sliders…) for a better understanding of diachronic changes; the interactive third dimension for the representation of complex elements; or the general added value of combining information on media (audio, video, 360º panoramas, etc.) in the understanding of shapes and structures.

Historic centres bring together the numerous values of architectural history, forming a specific context that can be considered an “educational city” in which situated learning can be enhanced. They offer the possibility of providing visitors with tours and points of interest related to heritage. Among the various approaches to the study of historic architecture, one focuses on its forms and dimensions, analyzing proportions and geometric layouts, which can help us to understand the criteria that guided the project phases and construction process. Additionally, the analysis of forms is applicable to observing existing architecture and its graphic representation. With the aim of promoting this type of research, this investigation explores the possibilities of Augmented Reality (AR) as a technology for visualization and graphic interaction that introduces innovative developments in the field of Cultural Heritage, with the common thread of geometric layouts.DOI: https://doi.org/10.20365/disegnarecon.30.2023.23

The use of immersive technologies, especially Augmented Reality (AR), is presently one of the main technological trends in the field of education. Some studies carried out in recent years in this field highlight that traditional evaluation systems continue to be used and raise the possibility of using adapted evaluation systems. This research, based on primary sources of information, seeks empirical evidence regarding the need to use digital evaluation systems adapted to technological resources in Science subjects and in stages of Compulsory Secondary Education. The methodology used is quantitative research based on the design and statistical analysis of the responses given by students to a questionnaire created ad hoc, administered to assess an AR educational resource used in class to explain a key concept in connection with the subject. The results obtained through the exploratory factorial analysis of the students’ answers reveal, as a latent construct, a high level of acceptance of the digital evaluation system used. The analysis of the data obtained in this study allows us to establish the hypothesis that a digital evaluation system adapted to the use of an immersive AR technological resource can generate a positive impact on the students' learning process.

The main objective of this study is the design and validation of an educational methodological model based on the use of immersive technological resources (Augmented Reality – AR) to improve learning processes in secondary education science subjects (Biology and Geology). The process was developed based on three main quantitative studies: an exploratory study, a study of performance divided into three cases studies, and an attitudinal study. The information obtained was completed with a fourth qualitative study of the training of teachers who participate in educational technology. This research provides empirical evidence that allows validation of the methodological model developed to explain key concepts and to improve the level of motivation and acceptance of AR technology by students. The proposed model can induce improvements in educational processes in the field of STEAM when used with an immersive AR technological resource and an adapted digital evaluation system. It also demonstrates that teachers require specific training in connection with the creation and the adequate use of AR educational resources, and of digital evaluation systems as well. The results of this study have important implications for the field of education, demonstrating the potential of AR technology to improve learning outcomes and the need for teacher training in its use.

ABSTRACT – This study explores the use of augmented reality (AR) on Spain’s national public broadcaster, Televisión Española (TVE), focusing on the news coverage of the two Spanish general elections in April and November 2019. The study uses a methodology that combines quantitative techniques (content analysis using a rubric created ad hoc on a sample of 42 AR images) and qualitative methods (literature review). The position of AR as a centerpiece of the studio set design is also conveyed in the narrative discourse, reflecting the high level of importance given to this technology by TVE. Beyond the specific events of each election day, the informational and facilitating functions of AR predominate. In view of the advantages offered by this technology, the television broadcaster has recently started moving towards full integration of a virtual set design. RESUMO – Esta pesquisa explora o uso da realidade aumentada (RA) na Televisão Espanhola (TVE), com foco na cobertura jornalística das eleições gerais de abril e novembro de 2019. O estudo foi realizado por meio de uma metodologia que combina técnicas quantitativas (análise de conteúdo por meio de uma rubrica criada ad hoc em uma amostra de 42 peças) e qualitativa (revisão bibliográfica). A posição da RA como peça central no layout do cenário também é transferida para o discurso narrativo, percebendo a importância que a TVE lhe confere. Além das peculiaridades de cada dia eleitoral, prevalece a intenção informativa e a função simplificadora dessa tecnologia. Apesar das vantagens que oferece, a rede iniciou recentemente o caminho para a integração total do cenário virtual. RESUMEN – Esta investigación explora el uso de la realidad aumentada (RA) en Televisión Española (TVE), poniendo el foco en la cobertura informativa de las elecciones generales de abril y noviembre de 2019. El estudio se ha llevado a cabo a través de una metodología que combina técnicas cuantitativas (análisis de contenido mediante una rúbrica creada ad hoc sobre una muestra de 42 piezas) y cualitativas (revisión bibliográfica). La posición de la RA como pieza central en la disposición del plató se traslada también al discurso narrativo, dando cuenta de la importancia que le otorga TVE. Más allá de las peculiaridades de cada jornada electoral, prevalecen la intención informativa y la función simplificadora de esta tecnología. En vista de las ventajas que ofrece, la cadena ha comenzado recientemente a transitar el camino hacia la integración completa de la escenografía virtual.

The use of virtual worlds in health-related education is increasingly popular, but an overview of their use in physiotherapy education is still needed. The aim of this review was to analyse the use of virtual and augmented reality (VR/AR) compared to traditional methods for teaching physiotherapy. A systematic review was performed up to October 2022 in PubMed, Web of Science, Scopus, CINAHL, and PsycInfo. The quality appraisal and risk of bias were assessed by the Joana Briggs Institute checklist and the Cochrane Collaboration’s RoB Tool 2.0, respectively. A total of seven randomised and non-randomised controlled studies were included, involving 737 students. VR/AR-based teaching approaches included simulation and virtual worlds, and were conducted through immersive head-mounted displays, AR-based applications, and 3D visualisations. Three studies were focused on teaching anatomy content, two on clinical decision making skills, and the rest were focused on pathology, physiotherapy tasks or exercise performance, and movement analysis of lower limbs. Inconclusive results were found in terms of learning satisfaction and academic performance, showing VR/AR-based teaching models to be equally effective as traditional methods for teaching physiotherapy. We encourage researchers and teachers to include games in their VR/AR-based teaching approaches to enhance interaction and active learning in physiotherapy education.

Este artigo tem como principal escopo evidenciar o potencial das interações de estudantes no ensino de Ciências, a partir de recursos educacionais em realidade aumentada e o seu efeito para o desenvolvimento da habilidade de visualização espacial. Para tanto, apresenta uma contextualização sobre o ensino de Ciências, a utilização de laboratórios reais, bem como as suas limitações, apresentando como alternativa o uso de recursos educacionais em realidade aumentada com o apoio de dispositivos móveis. A solução foi testada em atividades complementares ao processo de ensino e aprendizagem de Ciências com alunos de Educação Básica no Brasil. Teve como objetivo investigar se as interações dos estudantes com os recursos educacionais em realidade aumentada podem contribuir para o desenvolvimento da habilidade de visualização espacial. Os procedimentos metodológicos foram organizados em uma abordagem quasi-experimental, através de atividades previstas em um protocolo de testes executados com 208 participantes distribuídos em dois grupos: Controle (n=96 sujeitos) e Experimental (n=112 sujeitos). Em linhas gerais, os resultados desta pesquisa apontam para contribuições decorrentes das interações dos estudantes com os recursos educacionais em realidade aumentada, tanto para o desenvolvimento da habilidade de visualização espacial, como também para a observação do fenômeno e compreensão dos conceitos abstratos a ele associados, formulação e testagem de hipóteses, assim como conclusões a partir das situações experienciadas. /// The main scope of this article is to highlight the potential of student interactions in Science teaching, from educational resources in augmented reality, and its effect on the development of spatial visualization skills. Therefore, it presents a contextualization about Science teaching, the use of real laboratories, as well as its limitations, presenting as an alternative the use of educational resources in augmented reality with the support of mobile devices. The solution was tested in activities that complement the Science teaching and learning process with basic education students in Brazil. It aimed to investigate whether students' interactions with educational resources in augmented reality can contribute to the development of spatial visualization skills. The methodological procedures were organized in a quasi-experimental approach, through activities foreseen in a test protocol carried out with 208 participants divided into two groups: Control (n=96 subjects) and Experimental (n=112 subjects). In general terms, the results of this research point to contributions arising from the interactions of students with educational resources in augmented reality, both for the development of spatial visualization skills, as well as for the observation of the phenomenon and understanding of the abstract concepts associated with it, formulation and testing of hypotheses, as well as conclusions from the situations experienced.

Nowadays, the implementation of complementary virtual approaches to the in situ visit of archaeological sites is a preeminent topic in the field of the fruition of cultural heritage, even more today following the pandemic restrictions.The aim of this work is thus to present a comprehensive framework for the fruition and the digital knowledge of the archaeological traces composing the Augustan Aqueduct, the Aqua Augusta Campaniae and its terminal reservoir, the Piscina Mirabilis in Bacoli (Italy). This model aims to be not only informative, but also as both a tool supporting learners and an archive gathering the information collected during the research activities. The traces composing the route of the Augustan Aqueduct are not completely accessible to public visitors, being the Roman infrastructure built almost entirely underground, across tuffaceous banks. Within the framework of this work, specific attention was thus paid to the communication language to be adopted for all the implemented digital tools. The vision was to conceive the framework as a complementary instrument of the physical visit, capable of providing exclusively the information that cannot be learnt directly in situ. The tool was based on the development of an applied game working in a virtual environment, as well as applications running in augmented reality (AR). The instrumental workflow was based on the interface of different commercial software and apps, such as Rhinoceros3D for 3D modelling, Augment for the augmented reality and Unreal Engine for game engines.DOI: https://doi.org/10.20365/disegnarecon.27.2021.18

Today´s projection art on public surfaces developed from the mutual approximation of painting, architecture, and lighting during centuries. The terms “Spatial Augmented Reality” (SAR) and “projection mapping” describe mostly temporary large screen projections on urban surfaces. The façade architecture becomes the screen for the content, mostly projected 2D and 3D animations. In essence, many of these artworks generate illusionistic clips deriving from the existing façade structure, allowing reality and fiction to merge audio visually. Artists, architects, curators, and institutions are increasingly aware of their responsibility related to this form of the mediatization of architecture, as shown, for example, by the Brazilian artist group Visualfarm. Their members approach their work as a counterpoint to the commercialization of public space in its appropriation by industry, propaganda, and advertising. But on the other hand, they also make a living from commercial assignments. Artists and architects often see themselves as pioneers and experimental researchers for possible developments in the coming digitized cities. By presenting various examples by selected artists like Corrie Francis Parks, Pablo Valbuena and Robert Seidel, the role of animation in connection with an alternative approach to the concepts of augmented realities within this process of social and urban evolution will be discussed. These artists try to integrate digital content into the cityscape in a harmonious sense.

Technology development and augmented reality (AR) applications emergence have transformed the experiential process in tourism. ar offers enormous potential and advantages to the tourism sector, especially after covid-19. However, this study aims to find and gain further knowledge of ar’s limitations. This research analysed the AR platform Imageen Tarraco (Tarragona, Spain) based on a users’ survey, in-depth interviews and a focus group (fg). The analysis showed the lack of knowledge and the technical problems as the application’s most challenging limitations and their causes. It also allowed categorizing the overall challenges by type of public and delving into the factors that promote their use or non-use. The study provides useful recommendations to ar platform creators and the destination management organizations (dmos) that implement them.

The main objectives of this study are to describe the development design of the Augmented Reality (AR) based Anatomy web-based assessment, to describe the implementation of the Augmented Reality (AR) based Anatomy web-based assessment development, and to describe the teacher's response to the use of Augmented Reality (AR) based Anatomy web-based assessment. The research was conducted at the State University of Medan. This web-based assessment development design is based on the Borg & Gall research and development (R&D) stage pattern as adopted by Sugiyono. As for the product design model, this web-based assessment follows the ASSURE model. The results of this study indicate that the product developed, namely web-based assessment, has gone through design and testing and revision, so the product is declared suitable for use. Students also gave a good response, namely 92% of the use of the web as an assessment tool equipped with Augmented Reality (AR)-based animation.

This study aims to create a Digital Book mathematical economics to improve the self-efficacy of students, where Media Powtoon, Augmented Reality (AR) and application Kahoot already present in the design of digital books. To see the feasibility of the book, the attractiveness of the book and the effectiveness of using AR-assisted Economic Mathematics Books to increase student self-efficacy. The research method used in this research is the development of the ADDIE model which has five stages of research implementation, namely Analysis, Design, Develop, Implement, and Evaluate. Through these five stages, researchers will develop an AR-assisted Mathematics Economics book. In this book, several applications will collaborate in providing the presentation of the material in the form of learning videos using the application Powtoon, displaying animations with Augmented Reality (AR) and evaluating learning outcomes using the application Kahoot, so that this book can help the distance lecture process become more interesting. and effective both in presenting the material, the media used to evaluate learning in lectures. The results of this study show that the Digital Book was developed to conclude that it is feasible, interesting and effective to be used as a distance learning medium and helps students in increasing self-efficacy in learning.

Augmented reality and artificial intelligence technologies are increasingly involved in the interpretation, classification, and eventually in our understanding of the built environment. This paper collects three recent on-site research experiences, which developed mobile app prototypes and experimented with these advancements in the relationship between computer vision and architectural artifacts. The first project concerns the vaulted atria of Baroque Turin and integrates a work of analysis and representation with augmented reality applications to visualize interpretative 3D models. The second project focuses on the development of a mobile app to access data on monuments, exploiting deep learning technologies for image recognition. The application field is the Imperial Fora in Rome. The third project is part of the so-called "third mission" of universities, being developed in partnership with a company operating in the electronic telecommunications infrastructure sector. The project explores automatic methods for updating existing building information modeling databases on antenna tower sites. This experience, the last in chronological order, though focused on a modern architectural asset, is meant to reframe and integrate the previous ones, updating the methods and the foreseen developments, and stressing the potential of the combined use of the studied technologies. The joint consideration of the three projects is aimed at reflecting on the processes, which from different techniques for the recognition of spatial features, produce schematic understanding and operational uses of the shape of built heritage.DOI: https://doi.org/10.20365/disegnarecon.26.2021.16

The era of digital surgery is characterized by the implementation of new technologies that have the potential to improve preoperative planning, increase the availability of therapeutic alternatives, improve surgical training in apprentices, optimize postoperative results for patients, and reduce possible adverse events (1). Although the incorporation of these technologies has the main premise of improving patients’ clinical outcomes, the use of these advances has been accelerated by commercial interests and the opportunities that large companies have to generate profits worldwide (2). The technologies that are currently having a direct impact on the surgical field are artificial intelligence (AI), augmented reality (AR), and machine learning (ML), without forgetting the availability of other robotic devices (3). Although digital surgery is gaining more popularity in the clinical practice, there is still a lack of knowledge about it, its benefits, and potential barriers to its adoption. La era de la cirugía digital se caracteriza por la implementación de nuevas tecnologías que tienen el potencial de mejorar la planeación prequirúrgica, incrementar la disponibilidad de alternativas terapéuticas, mejorar el entrenamiento quirúrgico en aprendices, optimizar los resultados postoperatorios de los pacientes y, a su vez, reducir posibles eventos adversos (1). A pesar de que la incorporación de estas tecnologías tiene como premisa principal mejorar los resultados clínicos de los pacientes, el uso de estos avances se ha visto acelerado por intereses comerciales y por las oportunidades que tienen las grandes compañías de generar ganancias a nivel mundial (2). Entre las tecnologías que en la actualidad están teniendo un impacto directo en el campo quirúrgico se resaltan la inteligencia artificial (IA), la realidad aumentada (RA) y el aprendizaje automatizado (AA), sin dejar de lado la disponibilidad de dispositivos robóticos de uso cotidiano (3). A pesar de que la cirugía digital cada vez gana más popularidad en la práctica clínica, en la actualidad aún existe una falta de conocimiento de esta, de sus beneficios y de las potenciales barreras para su adopción. A era da cirurgia digital é caracterizada pela implementação de novas tecnologias que têm o potencial de melhorar o planejamento pré-cirúrgico, aumentar a disponibilidade de alternativas terapêuticas, melhorar o treinamento cirúrgico dos aprendizes, otimizar os resultados pós-operatórios dos pacientes e, por sua vez, reduzir possíveis eventos adversos (1). Embora a incorporação dessas tecnologias tenha como principal objetivo melhorar os resultados clínicos dos pacientes, a utilização desses avanços tem sido acelerada por interesses comerciais e pelas oportunidades que grandes empresas têm de gerar lucros em todo o mundo (2). Entre as tecnologias que atualmente têm impacto direto no campo cirúrgico se destacam a inteligência artificial (IA), a realidade aumentada (RA) e o aprendizagem de máquinas (AM), sem deixar de lado a disponibilidade de dispositivos robóticos para uso cotidiano (3). Embora a cirurgia digital esteja ganhando cada vez mais popularidade na prática clínica, atualmente ainda há falta de conhecimento sobre ela, seus benefícios e possíveis barreiras para sua adoção.

Inter Faces: creation processes for artistic performance enhanced by augmented reality – In view of the poetic use of augmented reality, this article presents links between performance and augmented reality technology with self-referenced digital content, supported by the activist artistic proposal Inter Faces. For a reflection on creative processes, the artistic works body and Parade to Hope are compared. With this analysis we intend to present the challenges and solutions found during the creation process of Inter Faces, seeking to contribute to the debate on the expansion, popularization and poetization of augmented reality in performance.

The usage of augmented reality (AR) in the process of Organic Chemistry Teaching-learning it´s considered as an innovation in didactics of this type of content and an opportunity area for the known education 4.0. The aim of this article was to evaluate learning in Organic Chemistry in High school students’ trough the usage of AR. A mixed focus was used, using a rubric as principal tool for the evaluation of the augmented reality projects designed trough HP Reveal®, such as a quiz that allowed to evaluate Specific learning on the students. The results showed a mean grade of 8.3/10 on the augmented reality projects, the mean obtained on the quiz was 7.94/10. As a conclusion manner, the usage of AR projects in high school students improves learning conditions in the domain of Chemistry trough the identification of formulas and organic compounds.

En este artículo se analizan las prácticas pedagógicas realizadas por estudiantes universitarios al desarrollar una aplicación con tecnología de Realidad Aumentada para concientizar sobre problemas ambientales que acontecen en la región sureste de México, específicamente en el Estado de Chiapas. La investigación se fundamenta epistemológicamente en los supuestos del paradigma del Constructivismo Sociocultural y se contextualiza en una institución de educación superior pública mexicana. Para proceder ante la realidad que circunscribe el estudio, se diseña un modelo metodológico guiado por los principios de la Investigación- Acción, mediante la observación participante, la entrevista, el grupo focal y el análisis de contenido, como técnicas de recopilación de información; igualmente, a través de la triangulación de estas fuentes de recogida de datos se realiza el tratamiento analítico de la información. Los principales hallazgos y conclusiones señalan que la integración de tecnologías emergentes – como la Realidad Aumentada– al proceso de enseñanza y aprendizaje facilita, favorece y motiva el aprendizaje de los estudiantes, además les permite el desarrollo de una serie de competencias digitales relacionadas con la gestión de la información, la capacidad para elaborar textos académicos, la capacidad para desarrollar argumentación verbal, la capacidad para analizar y sintetizar información digital, el trabajo colaborativo en la modalidad virtual, el aprendizaje autónomo y la comunicación. /// This article we analyze the pedagogical practices carried out by students when developing an application with Augmented Reality technology to raise awareness about environmental problems that occur in the southeast region of Mexico, specifically in the State of Chiapas. The research is based epistemologically on the assumptions of the Sociocultural Constructivism paradigm and is contextualized in a Mexican public higher education institution. To proceed with the reality that circumscribes the study, a methodological model guided by the principles of Research- Action is designed, through participant observation, interview, focus group and content analysis, as information gathering techniques. Likewise, through the triangulation of these data collection sources, the analytical treatment of the information is carried out. The main findings point out that the integration of emerging technologies - such as Augmented Reality - to the educational process favors and motivates students' learning and simultaneously allows them to develop a series of digital competencies related to information management, ability to produce academic texts, the capacity for verbal argumentation, the ability to analyze and synthesize digital information, virtual collaborative work, autonomous learning and communication.

Given its characteristics, augmented reality (AR) is presented as an alternative resource in a virtual learning environment (VLE) by providing virtual elements in the real world, which can facilitate learning. This article aims to describe the development of a mobile application with guided AR under the fundamentals of UserCentered Design (UCD) in order to be integrated into a VLE. The development strategy consisted of using the UCD and in its phases making use of tools such as: surveys for the collection of information, Quality Function Deployment to identify and prioritize requirements, AR technology for prototyping and finally usability tests to identify design problems. As a result, it was possible to demonstrate the viability of this procedure in the development of interfaces of this type, considering that the resources that contextualize the needs and tastes of its users can provide better facilities and motivation within their learning. The case study studied is that of English for primary school children, which allowed verifying that this detailed framework can be replicated to other areas of interest and allow teachers to integrate AR applications in face-toface or online learning environments.

In the last two decades, contemporary society has been conceptualized and discussed around the assumption that digital technologies are its most defining feature. Jean Baudrillard’s take on the Fable of Borges suggests a replacement of the physical world by a virtual experiencing life, setting the tone for a pessimistic and somewhat fearful attitude towards technological development. On the verge of the dissemination of disruptive innovations that can be described under the “umbrella” of Internet of Things (IoT), we observe not a replacement, but a deep and complex intertwining of online and offline experiences, sketching the contours of what can become a phygital society. This alternative conceptualization of our contemporary society, combined with the possibilities of technological development, affords new opportunities for the expression and experiencing of culture, and also for the creative industries. In our research, we explore the impact of one augmented reality (AR) app designed for one of the landmarks of the Portuguese cultural heritage, Quinta da Regaleira. We explored this single-case study using qualitative data collection techniques, aiming to discuss the positive and negative outcomes of this innovation, both for the dynamizing of cultural heritage, and for the visitors. The article provides useful information for heritage spaces that wish to follow this path. It describes the main steps to be taken in the production of content and provides examples of the narrative model that helps people to visit the space and obtain information, knowing stories relevant to the past and present of the cultural heritage. The objective is to clarify, finally, due to the research developed in the Quinta da Regaleira case study, what kind of stories and experiences can be narrated, the strengths of this application, its limitations, and paths for future investigations.

Augmented reality is a rapidly advancing technology as it is widely used in several applications and domains, from the aerospace industry to medical-surgical applications, particularly in learning and training. A fundamental part of the educational use is the graphical user interface as a vehicle to deliver information to students. Within the augmented experiences development process, it is necessary to identify the most appropriate way to describe the user interface. This article evaluates languages describing augmented reality user interfaces. In this paper, several languages are analyzed, and new criteria are proposed to extend the evaluation framework. Finally, the results show the current limitations and the slowdown of development and adaptation of new languages for augmented reality platforms.

Flipped learning and augmented reality have become two emerging didactic proposals today in the field of education. This study analyzes the effectiveness of flipped learning and augmented reality in various dimensions related to the learning process. A quasi-experimental design has been carried out in a sample of 116 students from Spain, of the third level of Secondary Education. A questionnaire has been used to collect the research data. The results show that there is a high appreciation by students of both educational experiences, although differences in various dimensions are present. Those who have received teaching based on flipped learning show significance in the dimensions teacher-student, autonomy, deepening and classtime. On the other hand, those who have developed the experience with augmented reality show significance in the dimensions of motivation, interrelation with content and students, and resolution. In conclusion, both the application of an emerging methodology based on flipped learning and the use of educational technology with augmented reality contributes positively to the optimization of learning processes in the Mathematics classroom.

Il progetto Ar.A.R. è la sperimentazione di un processo partecipativo di valorizzazione del sito preistorico di Su Coddu che ha messo al centro un percorso educativo strutturato sull’acquisizione di nuove competenze da parte dei partecipanti della scuola secondaria di primo grado di Su Planu, Selargius. Gli studenti hanno interpretato il patrimonio culturale oggetto di studio proponendo una ricostruzione 3D dell’abitato capannicolo preistorico. Il loro lavoro è stato condiviso con la cittadinanza durante la manifestazione di valorizzazione del patrimonio culturale denominata “Monumenti Aperti Selargius 2019”.

The present study reviewed nine publications related to the application of augmented reality (AR)-based interventions to people with intellectual disabilities (ID). The lines of research developed focus on the areas of education, personal autonomy and health promotion. The studies are theoretical frameworks, design of AR-based applications, or quasi-experimental study designs without a control group. The samples, all of less than 15 subjects, have been chosen under intentional criteria. The devices that seem to prevail as preferred for its application in this group are the portable ones due to the wide range of intervention possibilities that they offer as well as the development potential of the personal autonomy that they allow. Results offer a positive view of the application of this technology to people with ID, although the characteristics of the studies do not allow yet its generalization. Among the reported benefits are: enhancing learning achievement, motivation and enjoyment of tasks, helping to understand information, enhancing orientation, raising the level of engagement.

The dissemination of the tangible and intangible values of heritage building represents one of the most important objectives in the field of Digital Cultural Heritage (DCH). In recent years, different studies and research applied to heritage monuments have shown how it is possible to improve the awareness of the architectural heritage through the integration of latest developments in the field of 3D survey, 3D modelling, Building Information Modeling (BIM) and eXtended Reality (XR). On the other hand, this digital workflow requires a huge amount of data sources and a holistic approach to reach a high level of information sharing coming from different disciplines and sectors such as restoration, geomatics, 3D virtual museums and serious gaming. In conjunction with entertainment software and gaming, this research shows the main results obtained during the generative process of digital environments oriented to improve the level of information and to enrich the contents coming from the informative models. The case study is represented by one of the most important Lombard monuments: the Basilica of Sant’Ambrogio in Milan. This study, starting from the 3D survey and the data collection of the historical records of the church, improves the creation of an XR experience that reaches a new level of interactivity for different types of devices (desktop, mobile, VR headset) and users (experts, non-experts). Highlights: • Generative modelling requirements and novel grades of generations (GOG) and accuracy (GOA) are presented in order to improve the digitisation of built heritage from the 3D survey, reducing time and costs of the scan-to-BIM process. • The holistic value of generative modelling allows experts to create digital worlds able to faithfully and accurately represent the detected reality and improve new immersive environments for Virtual Reality (VR) and Augmented Reality (AR) projects. • Immersive environments are created with a mixture of the latest generation software and hardware, allowing users to discover the hidden historical values of built heritage with new levels of interactivity and information.

The spatial characteristics of museum exhibitions may limit visitors’ experience of the artefacts on display. In the case of large artefacts, limited space may affect their whole visualization, or inhibit the visualization of the details farthest from the observer. In other cases, the storage of artefacts in distant sites (museums or archaeological areas) may influence their knowledge process or the possibility for comparative analysis. Moreover, the precarious state of preservation of some artefacts, with damaged or missing parts, makes it difficult to perceive their original appearance. To overcome these limitations, we propose an integrated approach based on 3D virtual models and Augmented Reality (AR) to enhance the fruition of artefacts, improving their visualization, analysis and personal/shared knowledge, also by overcoming space and time constraints. The final AR application is an easily accessible tool for most users from a mobile device, used both inside and outside museums, opening new perspectives for fruition. The framework encourages the use of free and open source software and standard devices, to maximize their dissemination and exploit the potential of such technologies, which is far greater than current use in the cultural heritage field. Selected case studies to test and validate the integrated framework are proposed, dealing with some Roman artefacts found in the area of Modena (Italy). The first is a Roman floor mosaic, found in Savignano sul Panaro (near Modena) in 2011, of which less than half of its original 4.5 x 6.9 m surface is preserved. The others are two Roman funerary lion sculptures: the first is one of two lions flanking the main door of Modena Cathedral, and the second, well-preserved but damaged, is housed in the Museo Lapidario Estense of Modena. Finally, the application was tested by museum experts and visitors both inside and outside the museum, and positively assessed. Highlights: • Digital practice is not understood as a prerogative of a small number of people, but as a tool to guarantee and expand artefact fruition, using standard devices and free and open source software. • Experimentation of new settings to re-contextualize artefacts and establish possible links among them, offering engaging and customized experiences to improve their accessibility and enjoyment. • Promotion of artefact fruition not only in but also outside museums, such as in a classroom or an open and shared space, opening to new approaches in the fruition of cultural heritage.

“Augmented reality” (AR) is presented as technology that harmonizes, in real time and with user collaboration, digital information with physical information through different technological supports. Such are AR possibilities, that when it is incorporated into teaching, students show high satisfaction rates and positive attitudes for its use, but at the same time, a series of limitations and obstacles can be noticed. As an attempt to investigate the technical, curricular and organizational difficulties of AR incorporation in training contexts, an instrument “AR obstacle questionnaire” (CORA) was designed, which in turn was administered to a total of 264 subject experts for validation through the Delphi method, subsequently applying the “K coefficient” (K = ½ Kc (knowledge coefficient) + Ka (argumentation coefficient)), selecting those experts who obtained a ≥ 0,8 score in the coefficient. Among the results obtained in the study we manage to point out the main obstacles involving AR implementation into university education: the lack of teacher training and improvement, the few educational experiences found, lack of conceptual foundation, limited educational research and lack of institutional support.

3D modelling of archaeological and historical structures is the new frontier in the field of conservation science. Similarly, the identification of buried finds, which enhances their multimedia diffusion and restoration, has gained relevance. As such sites often have a high level of structural complexity and complicated territorial geometries, accuracy in the creation of 3D models and the use of sophisticated algorithms for georadar data analysis are crucial. This research is the first step in a larger project aimed at reclaiming the ancient villages located in the Greek area of southern Italy. The present study focuses on the restoration of the village of Africo (RC), a village hit by past flooding. The survey began with a laser scan of the church of St. Nicholas, using both the Faro Focus3D and the Riegl LMS-Z420i laser scanner. At the same time, georadar analyses were carried out in order to pinpoint any buried objects. In the processing phase, our own MATLAB algorithms were used for both laser scanner and georadar datasets and the results compared with those obtained from the scanners’ respective proprietary software. We are working to develop a tourism app in both augmented and virtual reality environments, in order to disseminate and improve access to cultural heritage. The app allows users to see the 3D model and simultaneously access information on the site integrated from a variety of repositories. The aim is to create an immersive visit, in this case, to the church of St. Nicholas. Highlights: • Use of different algorithms for registration of terrestrial laser scans and analysis of the data obtained. • 3D acquisition, processing and restitution methodology from georadar data. • Implementation of a tourist app in both virtual and augmented reality by integrating geomatics methodologies.

Objective: This study aims to analyze the effectiveness of learning media based on Augmented Reality (AR) on improving the physical examination skills of the urinary system of pregnant women. Method: This type of research is an experimental study with a quasi-experimental non-equivalent control group design conducted in January–February 2020 at the Midwifery Polytechnic Laboratory of the Ministry of Health Gorontalo. A sample of 92 students was selected by purposive sampling and met the inclusion criteria. Then the sample was divided into two groups: a control group that was given material through lecture and demonstration methods totaling 30 respondents and an intervention group that was given material through AR learning media and a method of demonstration totaling 62 respondents. Data collection was performed using a checklist to assess student skills improvement. Data were analyzed using the Cochran test to determine differences in skills over time. Results: There was an increase in skills in the control and intervention groups with a statistically significant P

Objective: This research was to analyze the correlation of AR-based Learning Media to improving the physical examination of the integumentary system of pregnant women in midwifery students. Method: The research method used Quasi-experimental with Non-Equivalent Control Group Design. The sample of 92 students was selected by a purposive sample, divided into two intervention and control groups. The intervention group was 62 students, and the control group was 30 students. Data collection was performed using a checklist to assess the skill of the physical examination of the integumentary system of pregnant women. To test the differences of skill before and after treatment in control and intervention groups used the Mcnemar test, whereas to know the differences in skill from time to time Cochran test was used. Result: The results showed differences in the measurement of skills improvement in the control and intervention groups before and after the intervention was given. A more significant increase in skills occurred in the intervention group with a p-value

Resumen La realidad aumentada móvil (RA-m) además de ser una tecnología informática en auge es una herramienta innovadora que puede apoyar el proceso pedagógico en las aulas de clases universitarias, es por eso que la presente investigación tiene por finalidad mostrar una propuesta metodológica para su implementación, con la finalidad de facilitar el aprendizaje del razonamiento espacial de los alumnos, a través de la visualización y manipulación de objetos virtuales tridimensionales, fomentando la motivación del aprendizaje de los conocimientos y tópicos propios del curso de diseño industrial y dibujo técnico para la carrera de ingeniería industrial. Se han elaborado una colección de figuras geométricas con ayuda de herramientas tecnológicas como software de modelamiento 2D y 3D, programa de diseño asistido por computadora y softwares de aplicación de realidad aumentada. Se propone una metodología actualizada, al alcance de cualquier docente, orientada al estímulo delos procesos mentales relacionados al razonamiento espacial de los alumnos, que integra herramientas tecnológicas en la didáctica de sistema diédrico y las distintas proyecciones gráficas. Abstract Mobile augmented reality (m-AR) in addition to being a booming computer technology is an innovative tool that can support the pedagogical process in university classrooms, which is why this research aims to show a methodological proposal for its implementation, with the purpose of facilitating the learning of the spatial reasoning of the students, through the visualization and manipulation of three-dimensional virtual objects, promoting the motivation of learning the knowledge and topics typical of the course of industrial design and technical drawing for the career of industrial engineering. A collection of geometric figures have been developed with the help of technological tools such as 2D and 3D modeling software, computer-aided design program and augmented reality application software.An updated methodology is proposed, available to any teacher, aimed at stimulating the mental processes related to the spatial reasoning of the students, which integrates technological tools in the teaching of the dihedral system and the different graphic projections. Keywords: pedagogical innovation; technical drawing; augmented reality mobile; university education. https://doi.org/10.22209/rt.v43n3a04

Accurate registration in augmented reality systems is essential to guarantee the visual consistency of the augmented environment. Although error in the virtual-real alignment is almost unavoidable, different approaches have been proposed to quantify and reduce such errors. However, many of the existing solutions require a lot of a priori information, or they only focus on camera calibration to guarantee good results in the registration. This article presents a heuristic method that aims to reduce registration errors in markerless augmented reality systems. The proposed solution sees error reduction as a mono-objective optimization problem, which is addressed by means of the Ant Colony Optimization (ACO) algorithm. Experimental results reveal the validity of the proposed method, reaching an average error of 1.49 pixels for long video sequences.

The paper examines Eugenio Coseriu’s project of a “text linguistics as a hermeneutics of sense” on the backdrop of the wider – “integral” – map for the study of language / speaking as a cultural activity. The aims and objectual scope of this type of text linguistics, as well as its limitations and outer limits, i.e. its conceivable interfaces with other disciplines of textuality, in particular with text semiotics and poetics, are discussed from the viewpoint of a critical-constructive question: if / to what extent the conceptual construction envisaged by Coseriu in the latter part of the 20th century is still meaningful, feasible and productive today. The “critical-aesthetic perspective” in the study of speaking as a creative activity proposed by Ana Agud offers clarifying interpretations on several conceptual and methodological points which we hold to be directly relevant for text linguistics; these are used in the course of the discussion in order to shed light on the notion of ‘real (genuine) text’ as the legitimate focus of text-linguistic investigations in a Coserian framework.

Resumen Para que los alumnos/as de las asignaturas de construcción en la carrera de Edificación entiendan los conceptos, los profesores necesitan enseñar soluciones reales, ya que la construcción es un proceso complejo y es difícil de comprender a través de dibujos, fotos, etc. La visita a los distintos lugares es y ha sido hasta ahora la única manera de mostrar lo que se está explicando pero esto resulta complicado por las diferentes localizaciones de los mismos. Una vez detectada esta dificultad se pensó en la posibilidad de centralizar los casos que se trataban en las asignaturas, dotarlos de una información extra a través de la realidad aumentada y de esta forma mostrárselo al alumnado, para ello la mejor opción era localizarlos en un área próxima a la escuela y conformando un recorrido. El objetivo de esta investigación ha sido conocer la utilidad que esta nueva herramienta multimedia ha tenido en el desarrollo de la asignatura y si ha proporcionado un mejor aprendizaje en cuanto a la compresión de los nuevos conceptos, a un acercamiento más amigable a los conceptos o a una consolidación de manera más óptima lo aprendido. Para ello una vez elaborada la herramienta y utilizada en dos grupos de estudiantes se realizó una encuesta entre ellos. En este trabajo se pretende mostrar no sólo la herramienta móvil realizada si no también los resultados de la encuesta y el análisis de los mismos. Abstract In order to understand the concepts of building construction subjects, teachers need to teach real solutions, that is because construction is a complex process and it is difficult to understand it through drawings, photos, etc. The visit to the different places is, and has been for a long time, the only way to show what is being explained, but this is complicated because the examples are in different locations. Once this handicap was detected, we have focused on the possibility of centralizing the cases that were treated in the subjects and to provide them an extra information through “augmented reality”, and in this way show it to students. For that, the best option was to locate the examples in an area next to the school and following a route. The objective of this research has been to know the usefulness that this new multimedia tool has had in the development of the subject, if it has provided a better learning in terms of understanding the new concepts, a friendly approach to concepts or optimal consolidation from topics that have been learned. To know the result, once the tool was developed and used in two groups of students, a survey was conducted among them. This paper aims to show not only the mobile tool performed but also the results of the survey and the analysis of them.

The paper presents the integration of Augmented Reality (AR) and Mixed Reality (MR) tools for the built Heritage management and control, both remote and on-site, and real time interaction, starting from a preliminary set of experimentation carried out for knowledge and tourism purposes. Within the framework of these experimentations, specific data inventories are related to the IFC model, and all these data are collected on a cloud-based platform, allowing the “dialogue” among platform and applications. Therefore, BIM integration is the first step of the procedure, considering a workflow where data capturing, digital documentation, and data modeling and aggregation are the entry level to manage applications able to give an added value in gaining the greatest technical benefit from digitization. Mapping the main features and the state of conservation is the second step, including geometric features, historical knowledge, documents and pictures related to materials, diagnostic analysis, etc.Starting from AR applications developed on several case studies, including historical buildings, museums and a church, aimed at an immersive on-site navigation thanks to a set of additional information related to the digital model, experimentations oriented to technical uses are presented.An extension of AR and MR applications for the analysis and interpretation of architectural heritage and technical uses can be an effective support in restoration, conservation and maintenance of historic buildings, by enhancing the real world through virtual objects and creating a new mixed reality environment for technical users.DOI: https://doi.org/10.20365/disegnarecon.26.2021.17