# Survey: Using Augmented Reality to Improve Learning Motivation in Cultural Heritage Studies
## 5 System Classification
For instance, the application described in [30], which was used by middle school students from Michelangelo (Bari, Italy). The application consists of a game with 4-5 players where they have to formulate hypotheses and discuss them in order to discover and learn about the culture of Ancient Rome. Thanks to this technology, the children who participated were more involved with the 3D visualization and the physical models that can be printed in 3D. Compared to traditional methods, student motivation to understand the topics was enhanced, and it also developed their skills and encouraged social relationships to be built between their peers [28]. Using games with AR stimulates an understanding of history in students that can be difficult to engender. It is a fun way for students to enjoy the subject, and they can learn better compared to traditional methods because the activities require different abilities that can be developed simultaneously and also boost collaboration between partners [30]. However, it is important to distinguish between entertainment and education because simply using games, in general, will not mean that students learn effectively [118]; educational objectives also need to be included. For example, [29] shows that AR has a positive impact on student motivation when the Instructional Materials Motivation Survey (IMMS) is included. This is an evaluation of satisfaction and motivation that considers four factors of motivation: attention, relevance, satisfaction, and confidence. Scientists, researchers and teachers alike agree that when students feel motivated to learn, they retain more information about the topic(s) and are more involved in finishing the proposed activities, thus allowing for a student to interact with their classmates and teachers and improve their abilities and performance [29]. For educational purposes, the process becomes easier in museums and classrooms because conventional methods fail to engage and motivate students [82]. The museum and classroom environments are not as effective as AR is in helping students to imagine historical scenes and to understand what happened in those places [89]. Recently, mobile AR applications have been successfully integrated into museums, heritage sites, tourism, and learning environments and AR has proven to be a promising technology because it increases the appreciation of the CH content, attracts new users, increases motivation, and promotes participation [89]. Moreover, the use of AR in learning environments generates more interest because students have better experiences in their learning process as it is fluid, sporadic, and participative [9] and methods based on textbooks are less effective in helping students to understand historical events. Nevertheless, it is important to mention that the use of technologies like AR does not replace classes and traditional methods; it only improves the student's learning process [82]. Similarly, AR not only allows participation between students but also between teachers [26], generating collaborative environments where they can work together simultaneously, thus allowing the students to take control of their learning experience by attracting them with additional information that this technology overlays [29] as is described in [PERSON] [120]. **To Improve Student Motivation, What Characteristics are Considered in Applications Currently Available, and Which Ones are Missing? **  
The characteristics that were considered from the applications analyzed include the device used, the type of technology used, the tracking methodologies, the environment it is used in, etc. These characteristics only focus on software and hardware, albeit some of them consider the environment (internal and external) where they are executed. So, very few applications consider students to be an important focus. In [50], it is shown that for adaptation/personalization, it is essential to consider student interest, knowledge, personal characteristics, etc.