Habanapp: Havana’s Architectural Heritage a Click Away

Morganti, Caterina; Bartolomei, Cristiana

doi:10.5194/isprs-archives-xlii-2-723-2018

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…However, every technology comes at a price, and this aspect is not contemplated. By this, we refer to the "reality" of the digital divide, which is greater in developing countries (Mendoza-Garrido et al, 2021;Morganti & Bartolomei, 2018). Some impediments are immediate, detrimentally affecting the satisfaction and development of the experiences (e.g., connectivity problems of the cities themselves or the lack of smartphones by the participants).…”

Section: Discussionmentioning

confidence: 99%

Tecnologías emergentes para el proyecto de educación digital:

Simón-Sánchez,

Fernández-Sánchez

2023

Educ. Knowl. Soc.

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La popularidad de la Realidad Aumentada en los últimos años no ha pasado inadvertida por parte de las Humanidades Digitales e instituciones culturales. Constituye un medio alternativo e innovador para acercar el conocimiento, desarrollando un aprendizaje significativo, interactivo y contextualizado sobre el patrimonio. En el ámbito educativo, se identifica cada vez un interés mayor, situándolo como uno de los recursos de futuro en los Proyectos de Educación Digital de los centros. El presente trabajo reflexiona acerca del alcance educativo de la Realidad Aumentada en los procesos de enseñanza y aprendizaje del patrimonio histórico-cultural. Como propuesta metodológica se ha realizado una Revisión Sistematizada de la Literatura comprendida entre los años 2016 y 2021. Tomando como referencia el protocolo PRISMA 2020, acompañado del marco metodológico SALSA, han sido analizados un total de 35 artículos académicos recopilados de las bases de datos Web of Science y Scopus. Se han analizado las líneas de investigación existentes, los contextos de aplicación y técnicas de implementación, los perfiles participantes y las contribuciones socioeducativa en este campo de conocimiento. Como conclusión, se reafirma el potencial didáctico y divulgativo del uso de la Realidad Aumentada en el aprendizaje del patrimonio a nivel cultural, histórico y material.

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Section: Discussionmentioning

confidence: 99%

Tecnologías emergentes para el proyecto de educación digital:

Simón-Sánchez,

Fernández-Sánchez

2023

Educ. Knowl. Soc.

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“…The collection of new experiences related to AR and VR technologies applied to the urban cultural heritage will allow determination of the behavior of the phenomenon over the medium and long term. With the aim of outlining some of these future lines, a non-systematic analysis of the literature published in 2018 and 2019 has been carried out, based on the selection criteria discussed in the methodological section of this article [68][69][70][71][72][73]. In general, publications value AR and VR technologies as instruments not only to attract and retain visitors in tourist destinations, but also to integrate them into the development of smart destinations, as pointed out by Marasco et al [69].…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, within this idea, articles that analyze the development of tourism applications based on AR and VR are many, including those by dela Cruz et al, by Jones et al, by Morganti and Bartolomei, and by Panou et al [70][71][72][73]. All of these are designed to give value to historical, artistic, social, and other characteristics of urban cultural heritage, including both existing assets and those that have been lost [73].…”

Section: Discussionmentioning

confidence: 99%

The Historic City, Its Transmission and Perception via Augmented Reality and Virtual Reality and the Use of the Past as a Resource for the Present: A New Era for Urban Cultural Heritage and Tourism?

Barrado–Timón

Giralt

2019

Sustainability

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The objective of this study is to analyze the impact that augmented reality (AR) and virtual reality (VR) are having on our conception, appreciation, and use of urban heritage spaces. Although most evaluations that appear in the specialized literature are clearly positive in this respect, there is a critical line of thought that considers these new technologies as connected to prior theoretical assumptions about heritage, in terms of what we value, how we value it, and for what reasons. To contrast the two perspectives, we have selected and examined scientific literature evaluating the application of AR and VR in urban heritage spaces, in order to analyze whether, in addition to positive effects, certain negatives linked to the ‘virtualization’ of space are also at work. A qualitative methodology has been developed supported by the ATLAS.ti tool (Scientific Software Development GmbH, Berlin, Germany), which allows definition of the different thematic lines treated in the literature as well as the connections between them. Our main conclusion is that concerns around the critical aspects are very limited, with only a few perceiving the possible dangers of trivialization of heritage, the creation of virtual tourist worlds separate from the material space of socio-economic relations, negative effects on the way in which knowledge is constructed, or the difficulties for some user groups in accessing these technologies.

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Survey: Using Augmented Reality to Improve Learning Motivation in Cultural Heritage Studies

et al. 2020

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Cultural Heritage (CH) refers to the representation of historical places and traditional customs of a specific city or country. Its principal aim is to transmit to future generations how their ancestors lived, and what their customs and buildings were like, etc. Nowadays, there are different technology systems and research investigations that are focused on CH education that use augmented reality (AR), virtual reality (VR), and mixed reality (MR). The aim of this document is to specifically identify if the use of AR improves students’ motivation to learn about topics related to CH. To this end, studies from different databases and specific journals, along with those concerning technology systems, were evaluated, and comparisons were made between them. Additionally, the aspects that should be considered in future research to improve student motivation and technology systems were identified.

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Habanapp: Havana’s Architectural Heritage a Click Away

Cited by 4 publications

References 3 publications

Tecnologías emergentes para el proyecto de educación digital:

Tecnologías emergentes para el proyecto de educación digital:

The Historic City, Its Transmission and Perception via Augmented Reality and Virtual Reality and the Use of the Past as a Resource for the Present: A New Era for Urban Cultural Heritage and Tourism?

Survey: Using Augmented Reality to Improve Learning Motivation in Cultural Heritage Studies

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