Next Article in Journal
A New Hybrid Dynamic FMECA with Decision-Making Methodology: A Case Study in an Agri-Food Company
Next Article in Special Issue
Augmented Reality-Based Framework Supporting Visual Inspection for Automotive Industry
Previous Article in Journal
Credibility Analysis of User-Designed Content Using Machine Learning Techniques
Previous Article in Special Issue
User eXperience (UX) Evaluation for MR Cultural Applications: The CEMEC Holographic Showcases in European Museums
Article

The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study

1
Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain
2
Department of General Didactics and Specific Didactics, University of Alicante, 03690 Alicante, Spain
*
Author to whom correspondence should be addressed.
Academic Editors: Eva Pietroni and Teen-Hang Meen
Appl. Syst. Innov. 2022, 5(3), 44; https://doi.org/10.3390/asi5030044
Received: 24 February 2022 / Revised: 31 March 2022 / Accepted: 15 April 2022 / Published: 20 April 2022
(This article belongs to the Special Issue Advanced Virtual Reality Technologies and Their Applications)
The incorporation of mixed, virtual, and augmented reality into the educational context takes place in this study through the development of a 3D object shaped by the artistic expressions of the Church of the Annunciation in Seville. In a study of an experimental and exploratory nature with a single group, we worked with a total of 20 students enrolled in a Master’s degree, taught at Seville University, under the title of “Arte: idea y producción” (Art: idea and production). A questionnaire based on the “Technology Acceptance Model” (TAM) was used to ascertain the degree of acceptance that the utilized technology had created among students after their participation in the experience. Likewise, the questionnaire permitted understanding of the assessment made by students concerning the presented objects. Among the results obtained, it is noticeable that the participating students show a high level of acceptance of augmented and virtual reality technologies, alongside favorable attitudes towards their utilization and the intention to use them. It is worth highlighting as a significant conclusion that the exploratory study was performed within a real classroom situation, suggesting that both technologies can be applied in formal training environments. View Full-Text
Keywords: augmented reality; virtual reality; higher education; emergent technologies augmented reality; virtual reality; higher education; emergent technologies
Show Figures

Figure 1

MDPI and ACS Style

Cabero-Almenara, J.; Llorente-Cejudo, C.; Martinez-Roig, R. The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study. Appl. Syst. Innov. 2022, 5, 44. https://doi.org/10.3390/asi5030044

AMA Style

Cabero-Almenara J, Llorente-Cejudo C, Martinez-Roig R. The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study. Applied System Innovation. 2022; 5(3):44. https://doi.org/10.3390/asi5030044

Chicago/Turabian Style

Cabero-Almenara, Julio, Carmen Llorente-Cejudo, and Rosabel Martinez-Roig. 2022. "The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study" Applied System Innovation 5, no. 3: 44. https://doi.org/10.3390/asi5030044

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop