# Survey: Using Augmented Reality to Improve Learning Motivation in Cultural Heritage Studies
## 1 Introduction  
Cultural Heritage (CH), \"is the legacy of physical artifacts and intangible attributes of a group or society that are inherited from past generations, maintained in the present, and bestowed for the benefit of future generations\" [1] (p. 1). According to the UNESCO International Convention of Cultural Heritage, there are 1,007 relevant places in 161 countries that are at risk due to their physical conditions and are extremely important to preserve [2]. CH is twofold--tangible and intangible. Tangible CH refers to elements such as paintings, sculptures, monuments, structures, etc., while intangible CH considers aspects such as oral traditions and expressions, music, social practices, rituals, festive events, knowledge of previous generations, etc. [2; 3; 4]. A synonym of CH in virtual environments is Virtual Heritage (VH), where electronic media is used to reconstruct cultural elements from the past and the present [5; 6].  
Nowadays, the use of different technologies such as AR, VR, and MR, are reliable methods with which to preserve CH [7]. In this survey, of the three technologies employed for CH education, only AR is considered because the general aim is to analyze whether the use of AR in CH education enhances student motivation. Another more specific goal is to investigate if it is possible to motivate students providing a stimulus that enables them to do different activities without being aware of the time it takes or the difficulty involved [8]. For instance, [PERSON] [9] shows that using AR in learning environments could provide a better experience compared to that encountered in classrooms. Above all, this paper attempts to answer the following research questions about student motivation when studying CH:* What advantages, disadvantages, limitations, and challenges do AR technologies have for the subject of CH?
* What advantages and disadvantages do AR technologies have compared to other technologies such as VR and MR?
* What tools or frameworks for developing applications in AR are used to create CH content?
* Does the use of AR improve student learning motivation in topics related to CH?
* To improve student motivation, what characteristics are considered in applications currently available, and which ones are missing?  
These research questions were proposed to determine whether digitalizing content (using AR) improves student motivation when studying CH compared with more traditional methodologies and, furthermore, which aspects of the digitalization are relevant to consider for future research and system development. Although the focus is on the use of AR, Section 2 defines the AR, VR, and MR technologies and highlights the differences between them. Section 3 shows the importance of implementing AR in CH study programs. Section 4 presents the methodology for the research and the five investigation questions posed concerning the use of the AR in CH education. In Section 5, a taxonomy with the classifications applied to the articles found in databases and scientific journals is defined, and the five research questions presented in Section 4 are answered. Finally, Section 6 lists the conclusions and notes some considerations concerning the literature review presented in this work.