Augmented Reality (AR) refers to the real-time digital overlay of information over physical elements. ARETE aims to develop, integrate and disseminate interactive technology via AR methods and tools for the creation and inter-connection of existing digital systems and to build a pan-European competitive ecosystem that supports fast dissemination of augmented learning content to a wide audience, while strengthening the research and industrial capacities in Europe to develop future interactive devices and content for education, taking into account accessibility to a broader community. The ARETE project will support the existing European interactive technologies' effort both through the exploitation of opportunities offered by multi-user interactions with AR technologies evaluated in education in both professional and private contexts within three distinct pilot studies (STEM, English literacy skills, Positive Behaviour Intervention). The authoring tools used within ARETE and the provision of access of the AR content developed for the broader community of users within the EU will increase the European innovation capacity in AR. Through systematic application of human-centred design approaches, ARETE will deliver highly usable, useful and desirable AR technologies and contents, leading to a wider uptake and further stimulate their creative usage. Europe is set to become a global leader in VR and AR, with a production value estimated to increase between €15 billion and €34 billion in Europe. The ARETE ecosystem concept is not just sustaining innovation and developing existing technologies with focus on improving the performance of current products or services. ARETE enables disruptive innovation of AR for interactions, access and distribution of AR educational content to be fully realised through the three different pilots and enhance European innovation capacity in the field.

The educational landscape is shifting. Augmented reality is gaining traction as a way to engage students, and its impact on learning can be summarised by the Confucius quotation: “Tell me and I will forget; Show me and I may remember; Involve me and I will understand”. A user’s real, visible environment is the predominant element, with extra information intended to augment the actual environment a user sees on an ad hoc basis, rather than fully replacing it. As a result, the capacity for immersion with AR is lower than that offered by virtual and mixed realities. Nonetheless, it is likely more useful than Virtual reality (VR) in many professional contexts as being totally isolated from one’s environment is generally not the desired outcome for professional informatics tools and interfaces. Moreover, according to the Commissions Digital Transformation Monitor report, the market for both VR and AR is immature, with high potential. Currently, the vast majority of users experience AR using a smartphone or a tablet. AR with its much-reduced hardware requirements and intuitive usability (i.e. the user can still see the world around him/her) remains a more practical tool in a professional context from a technical standpoint. Furthermore, AR experimentation relies on custom, tailor-made software designed to work with a company’s physical environment and integrate with its existing systems. FANTASIA project aims at developing an educational package for the teaching of some basic scientific concepts & skills. It will be in such a form that it can be easily used by anyone regardless whether they are teachers, parents or guardians and regardless of their training. It can be used independently in class or at home, with the support of an adult. The educational material will be implemented in science classrooms as well as at homes and science centers, in participating EU countries and evaluated in regards to its educational objectives. Finally, the impact of the project on the target groups, as well as potential impact on individuals and organisations outside the partnership will be also evaluated.Content: The basic subjects which will be addressed are the concept of the spherical earth, as a planet moving around itself & the sun, the concept of the sun, the phenomenon of the change of the day/night cycle & the explanation of floating & sinking of solid objects in the water. Moreover the students will learn how to apply the scientific method in order to evaluate their beliefs concerning the above phenomena. The educational package will include: a) A fairy tale describing the adventures of a young illiterate person who starts a trip around the earth in order to explain what seems to be a “mystery” to him/her, namely the explanation of the day/night cycle. During this trip s/he will have to solve scientific problems by conducting observations & experiments using simple materials & having discussions with people who he/she will meet during his/her trip. Thus, step by step he/she will discover the answers to the questions concerning some laws of nature. The fairy tale will be in written form with illustrations & accompanied by a recorded form with soundtrack & sound effects. b) Scenarios for the educational use of the fairy tale with detailed descriptions of educational activities that children will be asked to perform with the assistance of the educators/guardians. Most of the proposed activities have been already evaluated in real science class environments during research projects. They are based on a theoretical framework with great impact in the research in cognitive psychology & science education. c) A discussion of the difficulties that students have in learning the specific concepts, a simplified description of the theoretical framework underlying the proposed educational activities and a discussion of the aim of the proposed educational activities. Therefore, educators & adults will be able to help the students overcome these obstacles. d) A description of a set of drama & music kinetic activities connected to the story to make the process of learning amusing & new knowledge which otherwise would have been emotionally indifferent will become emotionally stable & enduring. e) Augmented reality 3D content that has not yet become a reality in many scientific domains and it will facilitate effective and efficient use of digital content through the open source availability. The educational material will be suitable for use by students ranging in age from 5- 12 years. The results of the evaluation & of the impact effects of the implementation of the educational package in EU countries will provide an indication whether this will be suitable for students in other countries as well and in different languages.

<< Objectives >>MIRACLE develops a robust learning environment including AR to upgrade teachers' and pupils’ digital and sustainability skills by engaging them in the co-creation of digital comics about Climate Change. Active comic creation challenges pupils to increase digital literacy as they identify arguments that deny CC, spurring their engagement, inspiring their creativity, and increasing their agency as they identify concrete behaviours they and others can implement to address this global problem.<< Implementation >>The project will implement:- a Teacher Training Framework to address Climate Change through the co-creation of AR Comics; - an inclusive DLE in which pupils raise their awareness about environmental and climate change challenges and achieve behavioural changes as regards individual preferences, consumption habits, and lifestyles;- validation of all results with the participation of the participants and stakeholders;- measurement of the impact of the project for the European Green Deal.<< Results >>Teacher Training Programme modules:- The Basic Science behind Climate Change- Digital Comics Co-Creation- Digital Augmentation of Comics- Fake News and Disinformation- Educational ScenariosAdditional results:- The online MIRACLE Augmented Classroom with services and tools to support teaching and learning on CC.- An analysis of attitudes and behavior pre- and post- intervention.- MIRACLE Publications deriving from the “Dissemination and Outreach Activities Plan”.