## 5 Evaluation  
One of the essential stages during the implementation of an application is its evaluation by the users themselves. The conclusions that come out about the user experience are very important, and a proper reading of the results helps the developers to optimise the performance of the application. Questionnaires, interviews and user observations, as stated earlier, are the most widely known ways of evaluation.  
A questionnaire was created for the AR book application that can cover a wide range of users and functions. An anonymous questionnaire means that each user can evaluate the augmented reality prototype application. The questions are structured to evaluate the usability and effectiveness of the original, whether the level of interaction affects the performance of users and, finally, the balance between augmented reality, content personalisation and digital storytelling in mobile applications with intangible cultural heritage content.  
For the purpose of the evaluation, end-users were asked to test the application; experts observed their reactions during the process and the interaction with the application. Then, the users answered the questionnaire. Users either participated in groups (school class) or individually. A total of 50 users (20 men, 30 women) participated in the evaluation, including 30 children and 20 adults. All users had no previous experience with augmented reality applications, but all were familiar with digital technologies (Figures 11-13).  
Participants had 20 min to use the mobile application according to their instructions. They then participated for 10 min in a comparative assessment: using an AR book versus a traditional book.  
In the end, a questionnaire (see responses in Figures 14-16) was filled out by the adults. At the same time, the children performed a short interview to evaluate their experience during the application's use.  
Based on [59], which provides very relevant conclusions about the perceptions that teachers have about the use of augmented reality in educational contexts, the most important findings were that the interaction in the classroom with augmented reality experiences promotes new teaching-learning methodologies and favours technological skills related to the use of ICT. Moreover, the strategies designed for the benefit of AR and other technologies positively influence the information processing capacities of students. At the same time, new tasks are proposed that motivate and allow the achievement of the objectives proposed in the classroom. The use of augmented reality facilitates and increases the educational use of the itineraries both in school outings, museums, exhibitions, etc., as within the classroom itself. Its use in simulations allows, at least in the initial phases of learning, exciting features such as ease, availability, immediacy, safety in practice, learning by trial and error, cost reduction, etc. AR allows us to \"manipulate\" with our hands from a sculpture to a painting, passing through a plant, a dinosaur, a building, etc., a whole world within reach of a camera.  
Therefore, by collecting and analysing the answers, we came up with the following:  
* The majority of participants believed that it was a positive educational experience during which they learnt new information about [PERSON] pastoral life.
* On a scale of 1 to 5, consumers scored the augmented reality app a 4 for its ability to entice them to continue using it after two minutes.
* The majority of participants expressed a desire for a connection via social media while stating that the interactive content production process aided in promoting cultural heritage.