# Survey: Using Augmented Reality to Improve Learning Motivation in Cultural Heritage Studies
## 3 Why Consider AR for CH Education?
For example, a possible strategy to help visually-impaired users interact with elements and access information presented in museums would be through music and sounds [36]. Another example from the literature is mentioned in the article by [PERSON] [37], where a tool called PapARt (Paper Augmented Reality ToolKit) is used to make and explore interactive maps using electronic boards with audio. In general, AR allows users to have better experiences in the services offered, since it allows access to relevant information, and thus, helps improve participants' knowledge about different places they can visit [38; 39; 40; 41]. For instance, an application called AudioNear [39] uses an AR system with audio on public transport and generates information about a monument or interesting place based on the user's position. One of the difficulties mentioned in the literature concerning AR implementation in external places are environmental conditions because optimum environmental conditions are required for AR to operate well. For instance, [PERSON] [24] shows where the user-experience could be affected, while [PERSON] and [PERSON] [13; 42] outline various difficulties related to the technical aspects of AR implementation such as pixel-accurate registration for tracking large environments and weather conditions [13]. [PERSON]'s article [42] also mentions that it is important to bear in mind that screens can generate low levels of light in the real world and impede the content being seen correctly. Thus, when developing any AR application, external factors such as the amount of light, reflections off objects, the position of the user, screen resolution, contrast, and color depth, etc., must all be taken into consideration. Another issue considered in most of the studies, and also mentioned in the article by [PERSON] [43], is the usability of AR compared to other kinds of technologies such as computers. [PERSON] mentions that this problem is generated because AR is a relatively new technology in the classroom, and so only some students and teachers know how it works. For example, the article by [PERSON] [44] shows that AR is not well-known by students, and teachers who have used it found that its implementation is difficult when creating 3D content. Generally, the creation of these models is done by scholars. However, as described in the article by [PERSON] [45], teachers can modify content in a simplistic way. Meanwhile, [PERSON]'s [44] article develops a study about the effectiveness of applying AR in education by taking into account teachers' points of view. They claimed that employing AR is not advisable because many applications that currently exist not only often require some kind of payment, but they also undergo constant change. Similarly, the article from [PERSON] [46] also mentions that one of the challenges to implementing AR in education, on account of it being such a new technology, is that not many teachers and students know how to use its functions. Thus, if current learning methods are to be changed, a greater amount of time will need to be dedicated to explaining exactly how AR works and how it is used. Using mobile devices can also be considered to be a drawback for students because the device itself could become a distraction and increase the time that they spend on carrying out tasks [45] and, as it also includes virtual information that may be unrelated to the task, the technology itself may become intrusive in the learning process [25]. However, [PERSON] [45] describes possible solutions or methods (e.g., notifications) that could be used to capture student interest once again.