Abstract:

Tourism, manufacturing, healthcare, advertising, sports, entertainment, military logistics, retail, and real estate are just a few of the industries that have embraced augmented reality. Despite their promise in educational contexts, few research have been conducted, and their incorporation into educational systems is hesitant. This potential stems from the fact that it can combine virtual and real-world data, allowing the user to feel as though they are in the real world. Virtual reality produces a simulated environment. Augmented Reality, on the other hand, overlays the physical world with digital, visible, and interactive information.Augmented Reality is regarded in educational contexts as having a significant contribution to improving the process of teaching and learning. In the interim, few research have been conducted, and its application as a teaching tool is extremely limited in Europe. This study was developed in a master's degree program for teachers of basic education (first and second cycle pupils aged 6 to 12). The researchers want to know how augmented reality technology may help students learn about geography and history. They have a long history of incorporating emerging technologies into the teaching and learning of future primary schoolteachers. kids were challenged to create an Augmented Reality application to teach Geography and History to kids aged 10 to 11.

The application result was utilized to assess students, and it should include a story map and additional multimedia elements such as video and photos. To present a story using cartography, students must collect geocoded data, create a geographic database, convert alphanumeric data to point entities, classify the data, select symbology, and select a base map. Students learned and had to develop their creativity to express and communicate with maps by creating a dynamic map to include in the narrative map platform. They have to incorporate a variety of tools to facilitate interdisciplinary geography and history education,such as multimedia data or timeline resources. All information should be provided via an augmented reality app.

This should provide students with access to the story map and all interactive maps that have been incorporated, as well as additional resources such as video resources, mobile phone devices, quizzes, and any other resources that should improve student knowledge and motivation.

The results were presented to all students during the "Back to the Future" event.

Students' perceptions were quite good because they grasp the enormous potential of immersive tools and believe that students'curiosity, willingness to study, and involvement are excellent. The proposed Augmented Reality apps provided high-level usability and substantial Geography and History material. Finally, they demonstrated a readiness to include those tools into the process of interdisciplinary teaching. To meet the difficulties of the digital education revolution in the twenty-first century, Higher Education Schools must make a significant effort to equip students to teach with emerging technologies, particularly Augmented Reality.

Keywords:

Teaching Geography and History, Augmented Reality, GIS, Story map.