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<p>Augmented Reality (AR) offers new opportunities for engaging audiences with cultural and scientific heritage. This study investigates the use of AR in astronomy education through the <i>Copernicus Garden</i> mobile application, developed for a weeklong event at the Olsztyn Planetarium. The research aimed to assess user engagement, perceived usefulness, and interface usability when interacting with AR-based representations of historical astronomical instruments. Data were collected from 767 participants using a mixed-methods approach: telemetry logs from the application, post-visit surveys, and in-depth interviews. Telemetry revealed that 43% of total usage time was dedicated to AR scenes, indicating high levels of interaction with 3D models such as the aerial telescope and solar quadrant. Survey responses confirmed positive perceptions of AR’s usefulness for learning, while interviews highlighted usability challenges related to device performance, scanning instructions, and connectivity. The findings suggest that AR can enhance visitor engagement and support informal science education, although evidence of direct learning outcomes remains limited. We also identify key design considerations for scalability, including simplified modes for low-spec devices, offline caching, and improved onboarding tutorials. This study contributes to research on immersive heritage interpretation by providing empirical evidence from a real-world deployment. Limitations include the short-term scope of the event and the reliance on engagement metrics rather than controlled learning assessments. Future work should extend to longitudinal studies and integration of AR into permanent cultural programming.</p>

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Exploratory study of augmented reality in astronomy heritage education: user engagement in the copernicus garden at the Olsztyn planetarium

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月5日

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  • Rafał Kaźmierczak,
  • Cezary Kowalczyk,
  • Grzegorz Grunwald,
  • Robert Skowroński,
  • Magdalena Pilska-Piotrowska

摘要

Augmented Reality (AR) offers new opportunities for engaging audiences with cultural and scientific heritage. This study investigates the use of AR in astronomy education through the Copernicus Garden mobile application, developed for a weeklong event at the Olsztyn Planetarium. The research aimed to assess user engagement, perceived usefulness, and interface usability when interacting with AR-based representations of historical astronomical instruments. Data were collected from 767 participants using a mixed-methods approach: telemetry logs from the application, post-visit surveys, and in-depth interviews. Telemetry revealed that 43% of total usage time was dedicated to AR scenes, indicating high levels of interaction with 3D models such as the aerial telescope and solar quadrant. Survey responses confirmed positive perceptions of AR’s usefulness for learning, while interviews highlighted usability challenges related to device performance, scanning instructions, and connectivity. The findings suggest that AR can enhance visitor engagement and support informal science education, although evidence of direct learning outcomes remains limited. We also identify key design considerations for scalability, including simplified modes for low-spec devices, offline caching, and improved onboarding tutorials. This study contributes to research on immersive heritage interpretation by providing empirical evidence from a real-world deployment. Limitations include the short-term scope of the event and the reliance on engagement metrics rather than controlled learning assessments. Future work should extend to longitudinal studies and integration of AR into permanent cultural programming.