# Survey: Using Augmented Reality to Improve Learning Motivation in Cultural Heritage Studies
## 3 Why Consider AR for CH Education? UNESCO considers CH preservation to be essential and also differentiates CH into tangible and intangible elements [2]. Tangible elements are physical artifacts such as masterpieces, buildings, monuments, etc., and intangible elements are social and cultural practices, knowledge, skills, expressions, and so forth. Accordingly, implementing virtual technologies such as AR, allows educational institutions and museums to support the learning process through the digitalization of educational content. Virtual technologies offer tools that generate positive changes in student learning processes and motivation because they encourage students to be interested in learning for learning's sake, i.e., without the 'carrot' of receiving prizes or recognition [16]. In European countries, CH education has typically relied on traditional learning methods such as textbooks and presentations. In other words, lessons where face-to-face interaction is involved [17]. A clear example of the first system in AR for CH education is the ARCHEOGUIDE (Augmented Reality-based Cultural Heritage On-site GUIDE) [18; 19; 20; 21] project launched in 2001. This system generates information for the user about the history of Olympia, Greece, and it gives that information using positional and orientation sensors [22; 23]. To use it, a laptop and special lenses (Head Mounted Display--HMD) are employed to superimpose virtual models of the Greek ancient warriors onto the real world. It also adds buildings, monuments, masterpieces, etc., that have been destroyed or that are structurally degraded. For some years now, mobile devices have been an ideal tool for developing AR applications. In addition, MIT (Massachusetts Institute Technology) considers AR to be one of the ten principal technologies to have emerged and can be used not only by students learning about CH but also researchers and artists [24]. Several papers mention that interest in the use of AR for education has increased [9; 25] and show that in educational institutions, this technology generates greater motivation and participation in the content that is being taught for both teachers and students alike. When AR is used, students become more involved in the explanations, and interactive learning is extended, thus improving the perception and understanding of the real world through the use of virtual information [26; 27; 28]. The article by [PERSON] [29] considers that, \"motivation provides a source of energy that is responsible for why learners decide to make an effort, how long they are willing to sustain an activity, how hard they are going to pursue it, and how connected they feel to the activity\" [8]. In addition, when comparing traditional teaching methods (such as the use of slides) in relation to AR, the article shows that the use of AR encourages students to be more motivated in their learning process [29]. AR can be applied not only in formal learning environments like the classroom but also in informal learning environments like museums, parks, archeological sites, etc. [30; 31]. Employing AR in internal environments like museums has the considerable advantage of motivating users to learn about the resources they have been presented with. For example, [PERSON]'s article [32] evaluates AR applications in museums and shows that this technology provides intuitive and discrete ways of interaction with the objects presented. In addition, AR allows exhibitions to be presented virtually in places where space is limited or restricted [33], without invading physical space [34] and thus avoiding any possible physical discomfort [35]. AR systems can also be applied to creating, distributing, and providing access to learning resources [24], thus improving interactivity with and immersion in the virtual content, which, in turn, enhances student motivation and the skills involved in the learning process [29]. On the other hand, it is also important to consider how AR can provide users with disabilities the opportunity to interact with the elements.