# Survey: Using Augmented Reality to Improve Learning Motivation in Cultural Heritage Studies
## 6 Conclusions and Considerations  
Through the categories defined for this study and the evaluation of the systems, it was observed that using AR for CH education generates a positive impact on motivation for topics related to art, history, the sciences, etc. AR can be applied in formal environments like classrooms and informal environments such as museums, parks, archeological sites, cultural heritage sites, public transport, and so forth. Based on this, it is observed that the use of this technology allows information that is relevant to a student to be complemented, and it improves the student's learning experience in topics related to CH. The points below, summarize the findings from the literature review carried out:  
* Most of the systems, nowadays, focus on CH education through AR and VR. Both have advantages and disadvantages, depending on the context in which they are executed. * CH education is focused on complementing the student's learning process principally with the use of AR in informal environments such as museums, parks, public transport, art galleries, etc. * Most of the studies show that for museums and their curators/managers, the underlying motivation to implement these technologies is to attract the public and encourage them to visit their galleries and presentations. * Few systems consider the adaptation/personalization of the content when they use the content for the students. Context is adapted based on the location and time available, while individual adaptation considers interests, ways of presenting the content (video, audio, text), and in some systems, helping those with disabilities or fears (for example [104] mention users with claustrophobia). Meanwhile, group adaptation considers those users that have similar interests in a specific topic. * It has been observed that, over time, most of the AR systems use handheld devices (tablets, smartphones, laptops, etc.) because access to such devices is much easier these days. * When developing future systems, it will be important to consider the usability and technical aspects such as the environment in which it will be executed, the type of content that will be shown, the tracking methodologies that will be used, etc. * Most of the systems in AR focus on learning topics related to art and history. In addition, many of them use GPS and 2D image recognition, 3D models, and tracking methodologies. * Systems that use intrinsic motivation focus on student learning and allow them to choose what they want to learn, while systems with extrinsic motivation use other ways to motivate students, for instance, by using games. * Depending on the environment where the systems are executed, they use a specific tracking methodology. For example, most of them use sensors, QR code recognition, and 2D image recognition and 3D models in internal environments and GPS in external environments. * Few systems consider content co-creation by the student or the teacher. * Few systems consider the student's motivation since they generally focus on the user's experience in terms of the content and technology it uses. As was found in the literature, implementing AR in CH learning improves a student's learning experience and motivation, but to do this, the systems must develop useful content by considering the type of application, tracking methodologies, environment, devices, etc. In addition, it must be remembered that most of the systems focus on handheld devices since these days it is easier to have access to them. However, from the observations mentioned in the previous sections, some of the challenges to implementing AR in education are (i) usability- since AR is a relatively new technology and few users know how it works, (ii) content creation -as this is difficult for a non-expert user, (iii) the overload of information, which is not relevant for the students, and (iv) the improper use of the technology.