## 6 Conclusions and Future Work  
Leveraging the aforementioned, the current study investigates the usability of three proposed AR apps for teaching Geography in the 5 th and 6 th grades of primary school. The results that were extracted from the SUS test and observations were very promising. All user groups (pupils, teachers, and computer science students) found the AR apps satisfactory and highly usable. Specifically, pupils were excited about the experiment, since they found that AR apps are easy to use, attractive, and playful. Furthermore, teachers stated that AR technology could be a very useful tool and they would like to know how to incorporate such \begin{table}
\begin{tabular}{c c c c} \hline \hline  & **5 th Grade AR App:** & **6 th Grade AR App: Earth as a** & **6 th Grade AR App: Earth as** \\  & **Greece** & **Living Space for Humans** & **a Celestial Body** \\ \hline
**Teachers** & 4.00 (SD 0.00) & 5.00 (SD 0.00) & 5.00 (SD 0.00) \\
**Pupils** & 3.93 (SD 0.70) & 3.71 (SD 0.65) & 4.07 (SD 0.92) \\
**Comp. Science Students** & 4.53 (SD 0.55) & 4.37 (SD 0.72) & 4.40 (SD 0.85) \\ \hline \hline \end{tabular}
\end{table} 
Table 6: Mean values and standard deviations of the statement “It looks like a game”. technology into their teaching process. However, some of them were not familiar with such technology and agreed that they could need help from a technician, but this fact did not affect their acceptance of the proposed AR apps. Finally, computer science students found the design appealing, even though they mentioned some improvements. To summarise, there was excitement and acceptance for AR technology, as all the participants used the proposed AR-based applications without hesitation. Overall, average pupils' performance, according to teachers' comments, was higher when compared to the traditional assessment methods. These conclusions are in accordance with the literature review, which indicated that AR technology can be motivational [4; 26; 28], interesting [22; 25], fun [19], and can enhance learning outcomes [24; 29]. Nevertheless, the proposed AR Geography apps have some limitations that should be taken into consideration in future work. Firstly, some design issues must be improved, such as some buttons must be visible throughout the game and the text has to be reduced to be more readable to the users. Secondly, it is worth mentioning that the computer science students were the same who evaluated all three AR apps. Therefore, the case in which students might have been influenced by the previous AR apps while evaluating one AR app was not investigated in this work and would be interesting to study in future work. Additionally, the innovation of the proposed AR apps does not lie in the design and implementation, but in the fact that they are applied in a field-that of teaching Geography in primary school-which according to the literature review has a limited number of research studies to investigate the usefulness of such technology. Moreover, since it is preliminary work, larger-scale experiments could be very useful to extract more valuable conclusions. Finally, future plans will include the investigation of whether the learning outcomes and experience of the user will be increased or not through long-term studies, resulting in a more robust AR methodology for teaching Geography. The APK for the 5 th grade AR app: Greece can be downloaded at: Link S1 [[https://drive.google.com/drive/folders/1](https://drive.google.com/drive/folders/1) dZ605 zap5-vkyEICC65 xVwjQV02871 Yusp=sharing]([https://drive.google.com/drive/folders/1](https://drive.google.com/drive/folders/1) dZ605 zap5-vkyEICC65 xVwjQV02871 Yusp=sharing) (accessed on 19 September 2022).