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This study aims to identify the use of Augmented Reality technology and the trend of using AR in tourism with time limitation from 2013 until 2022. It also aims to determine the valuable contributions of documents, sources, authors, countries, and institutions worldwide in tourism. The qualitative method using bibliometric analysis is suitable for this study because it can provide an overview and classify. Data was collected from the Scopus database and then analyzed using VOSviewer software. The results show that (1) museum, (2) sustainable tourism, and (3) heritage tourism are the keywords most often used in research. The potential research of AR in tourism is directed at the development of underwater tourism, the application of virtual museums, ecotourism, culture heritage tourism, digital heritage and destination image. Sustainability (Switzerland), Current Issues in Tourism, and The International Journal of Human-Computer are the journals with the most publications. Tom Dieck M. C.M.C, Jung T, and Chung N are authors with a high degree of collaboration with other authors. United Kingdom, Spain, and Italy became the countries with the highest publications. Research trends and advances in augmented reality in tourism have been discussed in more detail in this paper. [ABSTRACT FROM AUTHOR]

The new educational reality requires teachers to have a series of skills and competences that allow them to improve the teaching–learning process and therefore the quality of teaching, integrating technology and emerging technologies. In order to assess the competence level of teachers, a descriptive study was designed, in which 101 teachers from different stages and geographical locations in Spain took part and were administered the DigCompEdu Check-in questionnaire. The results show average levels of teachers' digital competence (B1 and B2, particularly), and an incipient use of emerging technologies by teachers, with less than 50% of the sample not using these technologies in their daily classroom activities, although those who show a higher level of digital competence are also those who integrate them more in their daily work. The results correspond with similar studies, corroborating the average level of teachers' digital skills. [ABSTRACT FROM AUTHOR]

The concept of geological heritage has been introduced into the protected area of the Arribes del Duero Natural Park, which is west of the Salamanca and Zamora Provinces, Spain for the purpose of developing a guide to places of geological and geomorphological interest, through which geoenvironmental itineraries were developed in order to demonstrate to both the students and tourists, the geological context of the events in the geological history of this natural park. Twelve of the most geologically representative geosites were assessed using 18 quantitative parameters dealing with the scientific, didactic and cultural-tourist interest of each site. The objective of this paper is to describe and analyze the points of interest that are of geoheritage significance and to develop of an inventory that will ultimately facilitate geoconservation and the dissemination of information through educational virtual itineraries that reveal the known geological history of an area. A 3D virtual geological route was created in Google Earth for educational use with superimposed georeferenced cartographies, together with a field guide and an app. The virtual route allows the participants to follow the geological events and the natural history of the park using digital devices in real time with the possibility of observing the relief, the geology and having access to the informative files describing each geosite. Using a field guide, each geosite is complemented with activities, and the participants have the option to evaluate what has been learned. An app makes the itinerary more interactive. These georesources allow a teaching–learning process where the student is an active part of the development and creation of the contents using technologies that provide an entertaining and didactic learning experience, and this involves working as a team and interacting with social networks, thus, potentially influencing the attitudes and skills development that are involved in geoconservation as an element for its sustainable development. The identification of geological heritage currently constitutes a great resource to promote the sustainable development of it and employment in very depopulated rural areas. [ABSTRACT FROM AUTHOR]

This study aims to report the trends of academic studies on augmented reality in mathematics education. The study is descriptive research and is a kind of literature review within the limited databases scanned. During the study, a search was made in the categories related to education by using the keywords "Augmented Reality" and "Mathematics" in Web of Science (WoS) databases. The data set of the study consists of 122 academic studies published between 2010-2022 in accordance with the criteria determined by the researcher. According to the results of the study, the number of mathematics education research on augmented reality has increased in 2016 and later in parallel with the following years. While the most frequently published language in these studies was English, the most common type of academic study was articles and papers. The most commonly used research models are experimental, systematic review and screening, respectively. On the other hand, USA, Mexico, and Spain are the three countries where mathematics education studies related to augmented reality are published the most, respectively. The most frequently used keywords in mathematics education studies related to augmented reality were "augmented reality", "mathematics", "stem", "virtual reality", "technology", "stem education" and "math education". [ABSTRACT FROM AUTHOR]

The application of Augmented Reality (AR), a technology that complements and enriches the live view of a place with virtual elements, is a relatively new approach that has been demonstrated to be useful as an educational tool for the interpretation of geological and geographic features. In addition, it is a technology consistent with challenges related to enhancing the geotourism experience in geologically diverse terrains, and consistent with the sustainable use of resources in rural and natural areas. The focus of AR in this contribution is primarily for academic use. Here, we developed a pioneering AR project, at the San Isidro Pass, located in the north-west of the Iberian Peninsula, more specifically, in the central-eastern sector of the Cantabrian Mountain range (the Asturian Massif) and the northern slope of the Sierra de Sentiles. This is a high mountain area where the low incidence of Pliocene and Quaternary fluvial erosion has favored the preservation of a great geodiversity. In this case study, the approaches of geology and physical geography as subjects in official university studies have been used as a reference framework. Fieldwork was carried out to design an itinerary, or geotrail, of Points of Interest (POIs), that highlight the geological values of this montane region by visualising and interpreting nine glacial and periglacial landscapes using dynamic graphic resources (animated videos, panoramic and spherical tours and rotating and expandable 3D models combining conventional terrestrial photography and 360° photography, aerial photography, thematic cartography, etc.) composed by graphic processing software. The result is the design of AR tools which could be used by public and private entities as a product suitable for university teaching but also a work that could guide other geoeducational actions or institutional action for official heritage recognition. In isolation, these POIs function as 'geosites'; when combined in sequence (POI 1 to POI 9), these POIs function as a 'geotrail' to highlight the diversity of glacial and periglacial landscapes and their sedimentary deposits; when viewed as an ensemble, POIs combine to be similar to a 'geopark' that emphasises glacial and periglacial landscapes and sedimentary deposits. [ABSTRACT FROM AUTHOR]

This article addresses the expectations of future teachers regarding the benefits of the augmented mind map in puzzle technique in the teaching-learning processes of students. The study sample comprised 388 students from the bachelor's degree programs in early childhood and primary education, as well as the Master in Inclusive Education at the University of Cordoba, Spain. The data were collected using a 5-point Likert scale questionnaire created ad hoc and composed of twelve items that were distributed in three dimensions: development of personal skills, development of interpersonal skills, and development of learning-focused skills. The data were subjected to descriptive analysis, comparative means, correlations, and the study of linear regressions. The results show that future teachers view the possibilities of this technique positively for developing the personal, interpersonal, and learning-focused skills of their students and consider it a good resource to use in the classroom as educators. [ABSTRACT FROM AUTHOR]

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Moderating, managing a political debate, and presenting the results of the electoral count are today's new challenges for informants on television. The new ways of consumption and content generation by audiences themselves, as well as the grow-ing importance of social networks’ disseminating role, are changing formats and channels which enrich TV frameworks, promote innovation and help receivers to un-derstand and analyze TV data in a new light. New technologies have broadened the range of possibilities on the television scene. Constantly evolving tools allow the production of virtual content improving the visu-alization and understanding of data. These new resources also serve as support for journalists in information broadcasting, who use digital methods that reinforce mul-timodal communication. In recent years, Augmented Reality (AR), Virtual Reality (VR) and 360-degree Video have landed in the Spanish media to promote information of a different nature. In the specific case of political information on television, Augmented Reality offers the opportunity to represent and virtually show those elements that are not present on the television scene, surpassing the limits of the physical world. This paper analyzes the application and potential of Augmented Reality in televised electoral debates in Spain, specifically during the scrutiny day of the general elec-tions of November 10, 2019 (10- N). This analysis shows how the political debate was forged in the new television sphere of five networks -Antena 3, La Sexta, TVE, Telemadrid and TV3- between 7:30 p.m. and 2:30 a.m., and its symbiosis with new technological tools to capture the audience at a time of maximum competitiveness. [ABSTRACT FROM AUTHOR]

This paper is an example of how to use new technologies to produce didactic innovative resources that ease the teaching and learning process of mathematics. This paper is focused on augmented reality technology with the aim of achieving the creation of didactic resources related to the polyhedra taught in a course of compulsory secondary education in Spain. First, we introduce the basis of this technology and present the theoretical framework in which we make an exhaustive analysis that justifies its usage with educative purposes. Secondly, we explain how to build the polyhedra in augmented reality using the Unity game engine and the Vuforia software development kit (SDK), which enables the use of augmented reality. Using both tools, we create an augmented reality application and some augmented reality notes with the purpose of helping in the process of visualization and comprehension of the three-dimensional geometry related to polyhedra. Finally, we design an innovative, didactic proposal for teaching the polyhedra in the third course of compulsory Secondary Education in Spain, using the resources created with the augmented reality technology. [ABSTRACT FROM AUTHOR]

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In this paper, we present Virtual Touch, a toolkit that allows the development of educational activities through a mixed reality environment such that, using various tangible elements, the interconnection of a virtual world with the real world is enabled. The main goal of Virtual Touch is to facilitate the installation, configuration and programming of different types of technologies, abstracting the creator of educational applications from the technical details involving the use of tangible interfaces and virtual worlds. Therefore, it is specially designed to enable teachers to themselves create educational activities for their students in a simple way, taking into account that teachers generally lack advanced knowledge in computer programming and electronics. The toolkit has been used to develop various educational applications that have been tested in two secondary education high schools in Spain. [ABSTRACT FROM AUTHOR]

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In this paper, the authors reviewed the empirical augmented reality (AR) and online education studies, and those focused on designing or development of AR to help students learn, published in SSCI, SCI-EXPANDED, and A&HCI journals from 2003 to 2012. The authors in this study found that the number of AR and online education studies has significantly increased since 2009. Based on this review, it is found that contributors from Spain, Romania, Taiwan, and Germany had the most publications on AR and online education during 2003 to 2012. Moreover, the analysis of these selected papers reveals that most empirical AR and online education studies were conducted at universities, as well as in computer science courses. Furthermore, the quantitative research method was used more in the reviewed papers. The findings and analysis from this review may provide potential directions and insights for future AR and online education research. [ABSTRACT FROM AUTHOR]

In the present study, the effects of an intervention based on an augmented reality technology called Pictogram Room were examined. The objective of the intervention was to improve the responding to joint attention (RJA) skills of gaze following and pointing in six children on the autism spectrum between 3 and 8 years old. A multiple baseline single-subject experimental design was conducted for 12 weeks in a school setting. Results indicated that all of the participant children improved performance in RJA following the intervention. Improvements were maintained over time and generalised to real-world situations. These findings demonstrate that autistic children can improve their RJA skills with a targeted and engaging intervention based on an accessible augmented reality technology tool. [ABSTRACT FROM AUTHOR]

Abstract: This paper presents an application of augmented reality for improving spatial abilities of engineering students. An augmented book called AR-Dehaes has been designed to provide 3D virtual models that help students to perform visualization tasks to promote the development of their spatial ability during a short remedial course. A validation study with 24 Mechanical Engineering freshmen at La Laguna University (Spain) has concluded that the training had a measurable and positive impact on students’ spatial ability. On the other hand, results obtained using a satisfaction questionnaire illustrate that AR-Dehaes is considered an easy to use, attractive, and very useful technique for students. AR-Dehaes has proved to be a very cost-effective tool insofar as it only required an ordinary PC with a webcam to be used. [Copyright &y& Elsevier]

Spatial ability is made up of several sub-components, such as the ability to perform mental rotation and object-based transformations. Together with each individual's attitudes and general skill sets, this specific ability plays an important role in technical professions such as engineering. The components of spatial ability can be enhanced using targeted training or educational programs. This study analyses the levels of spatial skills in first-year engineering students at two universities, one in Spain and one in Peru. The purpose of the study is to establish the extent of symmetry between these study groups in terms of their spatial skills. Initial comparisons indicate that the Peruvian students have a lower level of spatial skill prior to training than their Spanish cohorts. AR-based training delivering representational system content was used with engineering students at both universities to boost spatial abilities. The results obtained indicate the training was effective, as both experimental groups made significant gains in their level of spatial ability. No difference was detected in either experimental group for the variable gender. The comparison of spatial ability gains between both countries is similar, although there is significant difference in the spatial ability component spatial visualization. In this instance, gains in this component were higher amongst the student population in Peru. [ABSTRACT FROM AUTHOR]

Introduction: Pokémon Go is an augmented reality game that encourages players to walk and attend determined spots in order to battle in raids with other players. So far, poor attention has been paid on personality characteristics of this population and the game's benefits in sociability. Objectives: To describe sociodemographic characteristics of population playing Pokémon Go and assess the impact of personality traits on the game outcomes. Methods: A survey was distributed to Pokémon Go groups via different social networks from Spain throughout August of 2019. Descriptive analyses were conducted with SPSS v. 23.0. Results: 1,211 individuals completed the survey, aged on average 30.8 years old. 64.9% were men and 35.1% women. 44.3% had reached the highest level (40). 33.8% of participants referred substance consumption daily. They were more likely to have received psychiatric treatment than non-consumers. Level 40 players significantly referred less psychiatric consultations than non-level 40. 48.8% of subjects reported cluster A, 28.2% cluster B, and 50% cluster C personality traits. Level 40 participants were more unlikely to have cluster B personality traits (p=0.037) than non-40. Women were more unlikely to have cluster A (p<0.001) but more likely to have cluster C (p=0.01) traits than men. Cluster A predisposed to more reported harassement (p=0.01) but not conflicts than non-cluster A, whilst cluster B predisposed to more harassment (p<0.001) and conflicts (p<0.001), and cluster C to none of them. Conclusions: A better knowledge of players' characteristics could be useful for the future development of applications as a tool to better motivate subjects for specific interventions. [ABSTRACT FROM AUTHOR]

Background: According to current legislation, medical devices have to incorporate all the necessary information to eliminate or greatly minimise any problem associated with their use. However, the physical capacity of the actual device's packaging may frequently not be enough to contain all this information. To address this limitation, this study aimed to design and evaluate a prototype app for mobile devices applying augmented reality technology. The main feature of this kind of technology is combining virtual images with images from the real world., Methods: This work, carried out in Spain, was developed in three different phases. 1) Assessment of users' needs: Through a focus group and an online questionnaire, information was obtained about the following aspects: type of medical devices likely to be included in the app, relevant information that should be included and format in which this information should be presented. 2) Development of the prototype: Considering all the functional features identified in the previous phase, the software was developed by a team of professionals specialised in AR technology and applying a user-centred model. 3) Evaluation of the software: functionality and usability were assessed by means of the think-aloud method., Results: 1) Assessment of users' needs: a total of 11 nurses participated in the focus group and 280 healthcare professionals answered the questionnaire. Their findings showed that users consider that information about the following aspects of medical devices should be included in the app: instructions for use, indications for use, brief description of the device, special precautions and biocompatibility, image of the content with its components and meaning of icons. 2) Description of the prototype: Once the app has been launched, when the user scans the medical device with the mobile device camera, access to the home screen is activated, where three sections can be found: name of the medical device, image of the device and four icons which provide access to: a brief description of the device, a detailed description of it, the packaging iconography and a video about use of the device. 3) Evaluation of the software: the app was defined by users as "very intuitive". They highlighted, as one of its main positive aspects, the chance to obtain information about the medical device just by scanning the object. Additionally, the evaluation performed through the think-aloud method identified potential improvements in the app. These improvements were subsequently implemented to make the prototype more functional., Conclusion: Working with potential prototype users made it possible to identify information considered relevant for these users and to delve into the format which they consider more appropriate to show this information in the prototype. Our results show that AR technology can be used as support for clinical practice., (Copyright © 2019 Elsevier B.V. All rights reserved.)