The Art Nouveau Path: Promoting Sustainability Competences Through a Mobile Augmented Reality Game
Abstract
1. Introduction
- How do multimodal and location-based interactions within the Art Nouveau Path MARG influence learner engagement and the player experience?
- How can the MARG support the development of sustainability competences through context-aware educational interactions?
2. Theoretical Framework and Related Work
2.1. Multimodal and Context-Based Learning Through Mobile Augmented Reality
2.2. Operationalizing GreenComp in Context-Aware Heritage Education
2.3. Heritage as a Living Space for Sustainability Learning
2.4. Validating the Art Nouveau Path as a Sustainability-Focused Serious Game
Study | Audience | Validation Strategy | Educational Focus | Competence Framework | N | Notes |
---|---|---|---|---|---|---|
Bekas & Xinogalos [45] | Students (aged 10–14) | Pre/post-test, SUS, interview | Ancient Greek history | Not specified | 129 | Escape room and trivia AR game |
Chiang et al. [18] | University students | Comparison (on-site vs. off-site), t-tests | Cultural heritage of Taiwan | Not specified | 104 | Compared learning motivation and satisfaction in two settings |
Kleftodimos et al. [19] | K–12 students | Survey (challenge, reuse, interaction) and SEM | Local heritage and sustainability | Not specified | 309 | Validated challenge and reuse dimensions |
This study (T1-VAL, T1-R) | Teachers | Simulation (T1-VAL), teachers’ curricular review (T1-R) | Sustainability + heritage | GreenComp | 33 | Validated with teachers; implemented with more than 400 students (data not analyzed in this paper) |
- Local Built Heritage: based on the historical urban environment of Aveiro, which provides the real-world setting for the game.
- Digital Content: includes AR markers, multimodal multimedia, and interactive elements that connect players to space through technology.
- Pedagogical Design: features narrative tasks, reflection prompts, and interdisciplinary challenges to guide learning.
- Competence Activation: engages players in applying GreenComp-based KSA to real sustainability issues.
- Validation: informed by teacher feedback.
- Implementation: application of the final version of the game in an authentic educational setting.
3. Materials and Methods
3.1. Research Design and Methodological Alignment
3.2. Summary of Art Nouveau Path Context and Development
- Narrative storytelling linked to local, contextualized history and sustainability themes;
- AR content triggered by architectural details used as natural markers;
- Multimedia elements, including videos, audio narration, and 3D overlays;
- Reflective and challenging quiz-type questions, each framed by robust introductions and supported by informative feedback;
- A progression-based game narrative designed to activate and align with selected GreenComp sustainability competences.
3.3. Participants and Ethical Considerations
3.4. Teacher Validation Training Course (T1-VAL)
- A printed booklet containing the narrative structure, historical context, and additional content;
- Video recordings and/or images of the path and gameplay mechanics (using a preliminary version of the MARG in the EduCITY app) presented during the training course;
- Full access to multimodal media content and quiz functionalities (also by using the preliminary version of the MARG in the EduCITY app) (Figure 11).
3.5. Curricular Review (T1-R)
3.6. Data Collection Instruments
3.6.1. Post-Game Questionnaire (T1-VAL)
- Section A focused on participants’ initial familiarity with core concepts such as built heritage, sustainability, and competences for sustainability. This section included closed-ended items with multiple response options (like Yes, No, Not sure, or Other), allowing respondents to express uncertainty or specify prior training experiences. These items aimed to establish a baseline of conceptual awareness and previous exposure to relevant educational topics.
- Section B comprised 18 Likert-scale items, each rated on a six-point scale ranging from 1 (“Don’t agree”) to 6 (“Agree”). An even-numbered scale was intentionally used to prevent neutral responses and encourage more decisive evaluative positioning [49]. These items were grouped into three analytical domains: a) Heritage and Sustainability, addressing understanding of built heritage, its educational potential, and its link to sustainability competences such as cultural awareness and systems thinking; b) the Art Nouveau Path MARG, evaluating the game’s interdisciplinarity, critical thinking value, digital engagement, and perceived usability in formal and informal learning settings; and c) Workshop and Methodology, assessing the structure, clarity, and relevance of the workshop, as well as participants’ motivation and affective engagement.
- Section C included seven closed-ended items designed to assess the applicability of the game and workshop in professional and educational contexts, as well as participants’ familiarity with the GreenComp framework and the identification of specific sustainability competences. While most items followed a dichotomous (Yes/No) format, some also included additional options such as Not sure or Other, to accommodate partial familiarity or ambiguity in responses.
- Section D consisted of six open-ended prompts encouraging participants to reflect more deeply on the use of augmented reality, the design and structure of the game, its educational value, and possible improvements for future iterations. These qualitative responses provided rich insights into user experience, engagement, and critical feedback.
- Section E gathered anonymized demographic and disciplinary information, including age range and scientific teaching area, allowing for a broader contextualization of participant perspectives across their own backgrounds.
3.6.2. Teachers’ Curriculum Validation (T1-R)
- The alignment of the game’s content with formal curricular goals;
- Its potential for interdisciplinary articulation across school subjects;
- Its capacity to promote critical thinking and student reflection;
- Its contribution to the development of observation and analytical skills;
- The application or reinforcement of subject-specific concepts and competences;
- The cognitive and age-appropriateness of the game for learners at the lower and upper secondary levels.
3.7. Data Analysis Procedures
3.8. Validity, Reliability, and Methodological Considerations
4. Pedagogical Validation of the Art Nouveau Path
4.1. Conceptual and Affective Engagement
4.2. Pedagogical Value and Interdisciplinarity
4.3. Curricular Applicability and Identified Implementation Challenges
5. Results
- How do multimodal and location-based interactions within the Art Nouveau Path MARG influence learner engagement and player experience?
- How can mobile AR serious games support the development of sustainability competences through context-aware educational interactions?
5.1. Engagement and User Experience Through Multimodal, Situated Learning
5.2. Sustainability Competence Development Through Game-Based Heritage Education
5.3. Addressing Challenges: Accessibility, Transferability, and Inclusion
5.4. Implications for Teacher Practice and Curriculum Integration
6. Conclusions, Limitations, and Future Paths
6.1. Main Findings
6.2. Pedagogical and Practical Implications
6.3. Methodological Contributions and Limitations
Reflections on the Simulation-Based Evaluation
6.4. Future Research Paths
6.5. Summary of Findings and Contributions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Abbreviations
ESD | Education for Sustainable Development |
KSA | Knowledge, Skills, and Attitudes |
AR | Augmented Reality |
MARG | Mobile Augmented Reality Game |
DBR | Design-Based Research |
EU | European Union |
OECD | Organization for Economic Co-operation and Development |
UN | United Nations |
UNESCO | United Nations Educational, Scientific and Cultural Organization |
Appendix A
- T1-VAL Questionnaire: https://doi.org/10.5281/zenodo.15916129
- T1-VAL—Summary A: https://doi.org/10.5281/zenodo.15916828
- T1-VAL—Summary B: https://doi.org/10.5281/zenodo.15917001
- T1-VAL—Summary C: https://doi.org/10.5281/zenodo.15917114
- T1-VAL—Summary D: https://doi.org/10.5281/zenodo.15917192
- T1-VAL—Triangulated Analysis: https://doi.org/10.5281/zenodo.15917291
- T1-R Questions: https://doi.org/10.5281/zenodo.15917417
- T1-R—Analysis Data: https://doi.org/10.5281/zenodo.15917517.
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Area/Point of Interest | Built Heritage (Art Nouveau) | Narrative/Multimodal Content | Task Typology/Curriculum Area | Illustrative In-Game Activities | GreenComp Competences | Transversal Competences |
---|---|---|---|---|---|---|
Joaquim de Melo Freitas Square (Start) | ‘Obelisk of Liberty’; ‘Arcos Fountain’; ‘Former Ala Pharmacy’ | Urban Memory and Identity; Art Nouveau style; esthetics and nature; AR and videos | Identity recall; temporal analysis; water reflection | Interpreting flood photos; comparing past/present water systems; identifying motifs and materials in façade; decoding stone and tile works | Systems thinking; critical thinking; valuing sustainability; exploring complexity | Historical reasoning; emotional engagement; visual literacy; critical observation |
João Mendonça Street/City’s Lagoon Central Canal | ‘Former Agricultural Cooperative’; ‘[City]’s City Museum’ | Salt commerce; ‘typical’ boats; historic street; Urban Memory and Identity; Sustainability and Action | Historic measurement unit conversion; naming; place reading; material classification; applied geometry; heritage use identification; restoration roles; Natural Sciences; History | Façade analysis; geometry; construction materials; adaptive reuse of historical building; classifying limestone types; discussing sustainable building materials; comparing past/present building uses; identifying restoration techniques | Systems thinking; strategic problem-solving; responsible consumption; adaptability; strategic thinking | Contextual numeracy; place-based awareness; design thinking; resource awareness; strategic interpretation; heritage literacy |
Barbosa Magalhães Street | ‘Art Nouveau Museum’ | Ricochet line; vertical stone-garden; decoration styles; Cultural Esthetics and Nature | Art Nouveau style analysis; nature–art synthesis; Natural Sciences; History | Exploring façade botanical elements and ricochet line symbolism | Valuing sustainability; promoting nature | Creativity; visual interpretation |
Old ‘Fish Market’ | ‘Fish Market’ | Architectural elements; Sustainability and Action | Architectural quiz; consumption reflection | Fish resource depletion and solutions | Responsible consumption; critical thinking | Data interpretation; responsible reflection |
‘Pensão Ferro’ (old guesthouse) | ‘Pensão Ferro’ (old guesthouse) | Decorative Art Nouveau façade; Cultural Esthetics and Nature | Visual analysis; stylistic interpretation | Observing Art Nouveau façade; discussing stylistic patterns | Critical thinking; exploring complexity | Pattern recognition; esthetic judgment |
Joaquim de Melo Freitas Square (End) | ‘Obelisk of Liberty’; ‘Arcos Fountain’; ‘Former Ala Pharmacy’ | Final reflection on the square; Urban Memory and Identity | Experience synthesis; place re-signification (questionnaire-answering) | Reflecting on changes in perception of the square | Reflective thinking; valuing sustainability | Reflective synthesis |
Instrument | Data Type | Analysis Method | Learning Dimension |
---|---|---|---|
T1-VAL Questionnaire (Likert Items) | Quantitative | Descriptive statistics (mean, standard deviation, and percentage agreement) | Cognitive, affective, pedagogical alignment |
T1-VAL Questionnaire (Dichotomous Items) | Quantitative | Frequency analysis | Applicability, usability |
T1-VAL Questionnaire (Open-ended Items) | Qualitative | Reflexive thematic analysis [51] | Affective engagement, design suggestions |
T1-R Curricular Review Rubric | Qualitative | Thematic synthesis using structured categories | Curricular coherence, cognitive depth |
Dimension | Quantitative Evidence | Emerging Qualitative Themes [51] | Contributions from Teachers’ Curricular Review (T1-R) |
---|---|---|---|
Conceptual and Affective Engagement | M = 5.60 (SD = 0.61) | Emotional resonance; rediscovery of urban space through AR and storytelling | Strong affective activation; meaningful heritage engagement via multimodal immersion |
Pedagogical Value and Interdisciplinarity | M = 5.50 (SD = 0.68) | Interdisciplinary applicability; alignment with values-based learning | Cross-curricular coherence; integration of systems thinking and futures literacy competences |
Curricular Relevance and Transferability | M = 5.37 (SD = 0.82); 90% would recommend use | Classroom adaptability; curricular alignment; use in formal and informal settings | Supports curricular objectives; promotes cognitive complexity; adaptable to varied contexts |
Improvement Suggestions and Future Refinements | – | Requests for greater competence visibility, simpler interface, and offline options | Recommendations for metacognitive scaffolding, content modularity, and teacher mediation tools |
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Ferreira-Santos, J.; Pombo, L. The Art Nouveau Path: Promoting Sustainability Competences Through a Mobile Augmented Reality Game. Multimodal Technol. Interact. 2025, 9, 77. https://doi.org/10.3390/mti9080077
Ferreira-Santos J, Pombo L. The Art Nouveau Path: Promoting Sustainability Competences Through a Mobile Augmented Reality Game. Multimodal Technologies and Interaction. 2025; 9(8):77. https://doi.org/10.3390/mti9080077
Chicago/Turabian StyleFerreira-Santos, João, and Lúcia Pombo. 2025. "The Art Nouveau Path: Promoting Sustainability Competences Through a Mobile Augmented Reality Game" Multimodal Technologies and Interaction 9, no. 8: 77. https://doi.org/10.3390/mti9080077
APA StyleFerreira-Santos, J., & Pombo, L. (2025). The Art Nouveau Path: Promoting Sustainability Competences Through a Mobile Augmented Reality Game. Multimodal Technologies and Interaction, 9(8), 77. https://doi.org/10.3390/mti9080077