Different national and international researches have stressed relevant aspects concerning the application of augmented reality in formal and non-formal educational contexts, especially at school and in museums. In fact, augmented reality plays a meaningful role in the relationship between technologies and didactic mediation; its applications are the prerequisite for an augmented learning, through the reproduction of specific scenarios which go beyond the pure theoretical dimension. More specifically the present contribution aims to set out an option for a reflection on the relationship between art education and augmented reality technologies from the didactic mediation point of view, with reference to a shared and collaborative construction of knowledge of artistic and cultural heritage.
Abstract:To grasp the elements that make up the museum today it is necessary to have a study approach that identifies the functions of the real museum and its major transformations in relation to the development of technology, with particular reference to digital environments. Starting from these assumptions, this elaboration intends to present the results of observatory research that has taken into consideration a sample of real museums in relation to digital technology. Defined in the common lexicon of museums on the web, those museums that have recently renewed their websites with the aim of getting closer to the their public on digital media are analyzed in the national and International context.
This contribution presents the results of research on teaching practices supported by augmented reality conducted in school contexts in the three-year period 2015–2017. With reference to the objectives of the National Plan for Digital Education relating to the realisation of innovative learning pathways to promote critical thinking, reflection and creativity, attention is addressed here to the digital environments and in particular to the augmented reality environments for school education.Specifically, the article aims to reflect on the impact of augmented reality in learning for secondary school students, in relation to the co-constructive and participative approach of knowledge and to the expressive re-elaboration. For this purpose, the analysis of the data of a questionnaire is proposed, administered to secondary school teachers from various Italian regions, in regard to heritage education developed by means of augmented reality. Both the strengths, with particular reference to the elements of teaching innovation, and the critical aspects have been examined to identify the elements/processes capable of making innovative learning practices sustainable.
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