Collaborative Cataloguing of Cultural Heritage with GIS: Citizen Science Initiatives from the University of Zaragoza Pilar Rivero, Iñaki Navarro-Neri, Silvia García-Ceballos, Borja Aso Key Challenges in Geography, 2026 This chapter presents a comprehensive analysis of citizen science initiatives developed by the University of Zaragoza for the collaborative cataloguing of cultural heritage through Geographic Information Systems (GIS). These digital tools—Mural Hunter, CatPat, and RomanSites—enable users to geolocate, document, and reflect on tangible and intangible heritage elements. Designed within a framework of educommunication and the transition from ICTs to RICTs, these applications foster the formation of heritage cybercommunities and promote active, participatory learning. The chapter also explores the educational potential of these tools in formal and non-formal settings, offering didactic proposals aimed at engaging students in heritage preservation, critical analysis, and digital competence development. Through co-creation and the mediation of digital devices, this work demonstrates how GIS-based platforms can democratize heritage access and encourage community-based heritage stewardship.
Assessment of Historical Competences in University Entrance Examinations in Navarre: A Case Study María Teresa Benito Aguado, Iñaki Navarro Neri, Carlos Daniel Ciriza-Mendívil, Ana María Mendióroz Lacambra Aula Abierta, 2025 Se presenta un estudio longitudinal que analiza las pruebas de acceso a la Universidad en Navarra en la asignatura de Historia de España a lo largo de 15 convocatorias y dos modelos de examen. La investigación analiza la composición de las pruebas y sus contenidos en relación con la legislación vigente en cada momento, la complejidad cognitiva exigida y el peso porcentual de cada apartado en la calificación final. Además, se evalúa el tratamiento de los elementos del pensamiento histórico en las pruebas. Los resultados obtenidos en el análisis indican que los exámenes se centran mayoritariamente en la evaluación del conocimiento factual y conceptual, con una escasa presencia de ejercicios que requieran pensamiento crítico o habilidades propias del desarrollo de pensamiento histórico. La elaboración de discursos históricos propios o establecer conexiones entre el pasado y el presente aparecen de forma marginal. En consecuencia, las pruebas no fomentan el desarrollo de pensamiento al más alto nivel, ni el desarrollo del pensamiento histórico en el alumnado.
Exploring Virtual Reality as a Means to Enhance Historical Understanding: The Cases of “Anne Frank House VR” and “Home After War” Iñaki Navarro-Neri, Borja Aso, Pilar Rivero Utilizing ICT for Didactics of Social and Experimental Sciences, 2024 Virtual Reality is an increasingly widespread technology in the world of entertainment and education. The existing scientific literature indicates that more educational proposals and research are needed to measure the effectiveness of using this technology, as there are studies that demonstrate its effectiveness, but there are also investigations that show that its use does not constitute a significant advancement in the teaching-learning process. Therefore, this chapter presents a model of a didactic proposal carried out in the Primary Education Degree program, specifically in the Virtual Reality Laboratory of the Public University of Navarra, using the free applications “Anne Frank House VR” and “Home After War”. Through the use of Meta Quest VR glasses, students are guided in the use of VR with a double objective: to introduce students to this technology and make them reflect on its didactic possibilities; and to use these applications to help students develop historical thinking.
Learning to understand historical context: Role-playing game "The Nuremberg Prosecutors" Pilar Rivero, Iñaki Navarro-Neri, Sergio Sánchez-Martínez, Miguel Ángel Pallarés Cases on Historical Thinking and Gamification in Social Studies and Humanities Education, 2022 The development of historical thinking in students using active methodologies is an unavoidable opportunity to approach key events in the history of humanity, such as the Nuremberg trials. This chapter presents a proposal for gamification in the classroom through role-playing using a card game designed ad hoc in order to develop historical empathy in students. The objectives of this proposal are to determine the responsibilities of individuals and organisations for the execution of the German extermination programme, decide the seriousness of the facts proven through documentation and sources provided, value respect for life and tolerance as the foundations of democracy and human rights, investigate and become aware of the crimes committed by those involved, and value respect for life and tolerance as the foundations of democracy and human rights. This activity introduces students to a controversial topic such as the Nuremberg trials through activities such as the creation of a preliminary commission, the performance of the trial, and a debate.
Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain Pilar Rivero, Iñaki Navarro-Neri, Borja Aso Social Sciences, 2022 Which historical figures do Spanish students think are relevant after completing their compulsory schooling in the subject of history? The main objective of this research is to discover which four historical figures students choose as the most important in human history after completing their compulsory schooling, and the type of reasons they give to justify their answers. By means of a mixed study, this research involved asking 165 students, aged 16 to 17, which four figures they think are the most relevant in history and why. Based on this statement, a quantitative and qualitative analysis was conducted to explore the students’ discourses justifying their choices using the categories proposed by Partington, Hunt and Lévesque. The results show a clear tendency in students to choose key figures in Spain’s history, such as Christopher Columbus or Francisco Franco, or a prominent person, such as Adolf Hitler, as the most relevant historical figures, who appear in the curriculum in their last year of compulsory secondary education. Lastly, the argumentative approach regarding the level of historical significance focuses primarily on the impact of their actions on a large number of people during their historical moment, with no critical reflection on their long-term impact or consequences.
Heritage sustainability in the training of future primary school teachers: commitment and future practice Silvia García-Ceballos, Borja Aso, Iñaki Navarro-Neri, Mª Pilar Rivero Revista Interuniversitaria De Formacion Del Profesorado, 2021 Los Objetivos de Desarrollo Sostenible (ODS) cada vez están más presentes en la formación de los futuros docentes como una de las metas más urgentes de la Agenda 2030. Desde la enseñanza de las ciencias sociales y, en concreto, desde la educación patrimonial, nos preguntamos si los futuros docentes reciben una adecuada formación al respecto, si conocen qué son estos objetivos y qué encierra cada uno de ellos. Así mismo, nos preguntamos qué saben sobre la sostenibilidad del patrimonio, cuál es su compromiso social y mediante qué estrategias lo prevén llevar a la práctica docente futura. Bajo estos planteamientos se ha llevado a cabo una investigación cuantitativa sobre la sostenibilidad del patrimonio en el Grado en Magisterio en Educación Primaria de la Facultad de Educación de Zaragoza, con un total de n=234 discentes, para conocer en qué grado este contenido está presente en su formación, en qué grado consideran que está relacionado con las ciencias sociales y qué estrategias de enseñanza aprendizaje les parecen más adecuadas para aplicar al aula. Los principales resultados reflejan que los ODS están presentes en todas las etapas educativas, pero que sigue distando de los niveles deseables. Tras la aplicación del cuestionario los discentes muestran un aumento en el grado de conciencia sobre la repercusión que tienen sus actos en el deterioro del patrimonio. Y, por último, didácticamente se percibe un compromiso vivo como agentes de cambio; entre sus prioridades para trabajar la sostenibilidad del patrimonio destacan la educación emocional y la importancia del enfoque relacional.
Quality requirements for implementing augmented reality in heritage spaces: Teachers’ perspective Borja Aso, Iñaki Navarro-Neri, Silvia García-Ceballos, Pilar Rivero Education Sciences, 2021 As a consequence of the scarcity of studies of augmented reality (AR) in Spain, this study developed a questionnaire to evaluate teachers’ perceptions on the use of AR for heritage teaching (n = 347 teachers: n = 131 in-service/n = 216 in-training). The objectives were to: (1) identify teachers’ existing knowledge about AR; (2) evaluate educational strategies teachers value most in AR apps for teaching; (3) evaluate necessary AR functions; (4) determine desired technical and functional characteristics; and (5) compare any significant differences between the two groups. The results provide a contribution to the increasing implementation of AR apps in heritage education, which promotes the understanding, enjoyment, experience and knowledge of heritage. Heritage education is increasingly present in Spanish classrooms due to awareness of the country’s rich heritage, and AR is a good tool for understanding and linking society with its heritage. From the results, it is clear that, despite their desire for implementation, there is a lack of teacher training in applying AR; both subsamples pointed out the importance of humanising the explanations in AR apps with experts or actors who mediate heritage and value the ease of use of these apps, multifunctionality, low battery consumption, and use in the background. Significant differences suggest potentially greater educational commitment among active teachers who seek deep and meaningful learning, above the superficiality and enjoyment reported by teachers in training and, on the contrary, the value placed on technical and visual aspects, related to the high use of mobile devices.
Educommunication and archaeological heritage in Italy and Spain: An analysis of institutions’ use of twitter, sustainability, and citizen participation Silvia García-Ceballos, Pilar Rivero, Sebastián Molina-Puche, Iñaki Navarro-Neri Sustainability Switzerland, 2021 Improving heritage educommunication on the web 2.0 is key to reaching certain sustainable development goals focused on educational quality and citizen participation. Although numerous partial studies have already been conducted, to date neither assessment tools nor detailed studies are available regarding the quality of educommunicative initiatives. Spain and Italy’s archaeological heritage museums have a consolidated track record on Twitter, which has been bolstered by museum closures due to COVID-19 and has resulted in a significant change to their educommunicative policies. The present article aims to analyze educommunicative actions undertaken on Twitter at Italian archaeological museums, compare their strategies with a previous study on Spanish institutions, and analyze to what degree the sustainability of heritage, citizen participation, learning opportunities, and universal access are being promoted. This mixed method analysis was carried out through the implementation of a web 2.0 heritage educommunication analysis tool focused on three key factors: educational procedure, R-elational interactions, and the prevailing learning paradigm, as well as a content analysis of the variables that comprise them. The key findings suggest that neither country is close to achieving a quality educommunicative strategy. Italian archaeological heritage institutions use Twitter simply as an advertising platform. Despite being a social media platform, participative initiatives are scarcely promoted, although heritage sustainability is promoted through raising awareness of conservation and appreciation. Spanish institutions, however, demonstrated the opposite pattern of use.
Historical narrative and significance in the communication of Canada’s national museums in facebook Iñaki Navarro Neri, Pilar Rivero, Borja Aso, Ana María Mendióroz-Lacambra Panta Rei, 2021 El patrimonio juega un papel determinante en la construcción de la ciudadanía y las identidades, de ahí la responsabilidad que las instituciones culturales, como los museos, tienen a la hora de articular sus propuestas y discursos. En este artículo se presentan los resultados obtenidos tras analizar el discurso emitido a través de sus posts de los cinco museos nacionales canadienses más activos en Facebook durante 2020, en cuanto a narrativa histórica y al enfoque elegido a la hora de tratar la significación histórica de una pintura, una pieza de la colección, etc. Los resultados muestran una actividad planificada con discursos donde predomina la narrativa histórica tradicional y un enfoque, en cuanto al tipo de significación histórica otorgada a una pieza, centrado principalmente en la relevancia e importancia de los elementos patrimoniales en el imaginario colectivo canadiense.Los datos contribuyen a conocer mejor el desarrollo de pensamiento histórico en el ámbito de la educación no formal en el contexto digital. Teniendo en cuenta la escasez de investigaciones en esta línea, se abre una vía de trabajo novedosa en la didáctica de la historia y del patrimonio. and the approach chosen when dealing with the historical significance of a painting, work of art, etc. The results show a constant and planned activity with discourses dominated by traditional historical narrative, and an approach, in terms of the type of historical significance given to a piece, mainly focused on the relevance and importance of heritage elements in the Canadian collective imagination.The results contribute to a better understanding of the development of historical thinking in the field of non-formal education in the digital context. As there is hardly any research in this area, this research constitutes a new line of investigation in the context of history and heritage education.
Generación de recursos mediante IA en formación del profesorado, un campo ilimitado IN Neri, TB Aguado, CDC Mendívil, AMM Lacambra La Didáctica de las Ciencias Sociales en tiempos de inteligencia artificial … , 2026 2026
Tecnologías para la educación patrimonial MPR Gracia, I Navarro-Neri Her&Mus. Heritage & Museography 26 , 2025 2025
Collaborative Cataloguing of Cultural Heritage with GIS: Citizen Science Initiatives from the University of Zaragoza P Rivero, I Navarro-Neri, S García-Ceballos, B Aso Geospatial Technologies for Heritage Education, 181-197 , 2025 2025
Evaluación de las competencias históricas en las pruebas de acceso a la universidad en Navarra: estudio de caso MT Benito Aguado, I Navarro-Neri, CD Ciriza-Mendivil, ... Aula Abierta 54 (3), 321-330 , 2025 2025
Museos y espacios expositivos, una realidad distante para el profesorado en formación de Educación Primaria CD Ciriza-Mendívil, T Benito Aguado, I Navarro Neri Universidad de Granada , 2025 2025 Citations: 2
Towards a paradigm for online heritage: cyber communities and digital educommunication P Rivero, B Aso, S García-Ceballos, I Navarro-Neri Cultural Trends 34 (2), 214-229 , 2025 2025 Citations: 5
Tecnologías para la educación patrimonial MP Rivero Gracia, I Navarro Neri Herit. museography , 2025 2025
Collaborative cataloguing of cultural heritage with GIS: citizen science initiatives from the University of Zaragoza P Rivero Gracia, I Navarro Neri, S García-Ceballos, B Aso Morán Springer , 2025 2025
Educación patrimonial y realidad virtual: experiencias didácticas en el Laboratorio de Realidad Virtual de la Universidad Pública de Navarra IN Neri, CDC Mendívil, TB Aguado La participación social como garantía de la conservación del patrimonio … , 2025 2025
Exploring Virtual Reality as a Means to Enhance Historical Understanding: The Cases of “Anne Frank House VR” and “Home After War” I Navarro-Neri, B Aso, P Rivero Utilizing ICT for Didactics of Social and Experimental Sciences, 49-72 , 2025 2025 Citations: 1
La competencia digital en la formación del profesorado de Ciencias Sociales, una propuesta didáctica CD Ciriza-Mendívil, AMM Lacambra, I Navarro-Neri, BA Morán Estrategias Innovadoras desde la tecnología digital para la enseñanza de las … , 2024 2024
EduComR: instrument for the analysis of museum educommunication on social media B Aso Morán, I Navarro Neri, S García-Ceballos, P Rivero Gracia Grupo Pedagógico Andaluz" Prensa y Educación" , 2024 2024
Percepciones del profesorado en formación sobre el patrimonio inmaterial como recurso para la enseñanza-aprendizaje de la historia P Rivero Gracia, I Navarro Neri, A Rubio Navarro Octaedro , 2024 2024
Educación patrimonial en entornos digitales BA Morán, EB Malumbres, VMC Martín, MEC Hernández, ... Grao , 2024 2024
Basis for heritage learning on the social web IN Neri, PR Gracia, EJD Algarra Cultural heritage in the R-TIC environment, 165-187 , 2024 2024
Facebook como medio educativo para los museos. Estudio de los museos argentinos aplicado al desarrollo del pensamiento histórico IN Neri, BA Morán, PR Gracia Educación patrimonial en entornos digitales, 149-162 , 2024 2024
Estrategias Innovadoras desde la tecnología digital para la enseñanza de las Ciencias Sociales IM Palomero Ylardia, B Aso Morán, I Navarro Neri Dykinson , 2024 2024
IA aplicada a la enseñanza y el aprendizaje homenaje R González Vallejo, ME Badillo Mendoza, FRA Bordignon, I Navarro Neri Dykinson , 2024 2024 Citations: 2
Towards a paradigm for online heritage: cyber communities and digital educommunication MP Rivero Gracia, I Navarro Neri, B Aso, S García Ceballos Cultural Trends , 2024 2024
EduComR: Instrumento de análisis de la educomunicación de los museos en redes sociales B Aso, I Navarro-Neri, S Garcia-Ceballos, R Pilar Comunicar 32 (78), 29-39 , 2024 2024 Citations: 1
MOST CITED SCHOLAR PUBLICATIONS
Spanish Archaeological Museums during COVID-19 (2020): An Edu-Communicative Analysis of Their Activity on Twitter through the Sustainable Development Goals P Rivero, I Navarro-Neri, S García-Ceballos, B Aso Sustainability 12 (19), 8224 , 2020 2020 Citations: 65
Quality requirements for implementing augmented reality in heritage spaces: Teachers’ perspective B Aso, I Navarro-Neri, S García-Ceballos, P Rivero Education sciences 11 (8), 405 , 2021 2021 Citations: 42
Educommunication and archaeological heritage in Italy and Spain: An analysis of institutions’ use of Twitter, sustainability, and citizen participation S García-Ceballos, P Rivero, S Molina-Puche, I Navarro-Neri Sustainability 13 (4), 1602 , 2021 2021 Citations: 37
La sostenibilidad del patrimonio en la formación de los futuros docentes de Educación Primaria: compromiso y práctica futura S García-Ceballos, I Navarro-Neri, B Aso, M Rivero Rev. interuniv. form. profr. , 2021 2021 Citations: 36
Who are the protagonists of History? Exploratory study on historical relevance after completing compulsory secondary education in Spain P Rivero, I Navarro-Neri, B Aso Social Sciences 11 (4), 175 , 2022 2022 Citations: 23
Educommunication Web 2.0 for Heritage: A View From Spanish Museums P Rivero, I Navarro, B Aso Handbook of Research on Citizenship and Heritage Education, 449-470 , 2020 2020 Citations: 17
Augmented reality in Spain: Heritage education, cultural tourism and museums P Rivero, S García-Ceballos, B Aso, I Navarro-Neri Augmented Reality in Tourism, Museums and Heritage: A New Technology to … , 2021 2021 Citations: 12
Los principales museos arqueológicos españoles en las redes sociales: estudio exploratorio sobre procesos educomunicativos I Navarro, MPR Gracia Ensayos: Revista de la Facultad de Educación de Albacete 34 (1), 163-178 , 2019 2019 Citations: 12
EduComR: Instrument for the Analysis of Museum Educommunication on Social Media BA Morán, IN Neri, SG Ceballos, PR Gracia Comunicar: Revista Científica de Comunicación y Educación, 29-39 , 2024 2024 Citations: 11
Análisis del lenguaje educomunicativo de los museos arqueológicos españoles durante el confinamiento de 2020. IN Neri, BA Morán, AMM Lacambra Clío, 132-160 , 2021 2021 Citations: 8
La producción científica en castellano en didáctica de las Ciencias Sociales en Educación Infantil (2017-2022) MP Rivero Gracia, I Navarro-Neri, AM Mendioroz-Lacambra Revista UNES. Universidad, Escuela Y Sociedad , 2022 2022 Citations: 7
Towards a paradigm for online heritage: cyber communities and digital educommunication P Rivero, B Aso, S García-Ceballos, I Navarro-Neri Cultural Trends 34 (2), 214-229 , 2025 2025 Citations: 5
Los museos durante el confinamiento: Oportunidades educomunicativas del patrimonio en redes sociales IN Neri, BA Morán, SG Ceballos Iber: Didáctica de las ciencias sociales, geografía e historia, 46-51 , 2022 2022 Citations: 5
Narrativa y significación histórica en la comunicación de los museos nacionales canadienses en Facebook I Navarro Neri, MP Rivero Gracia, B Aso, AM Mendioroz Lacambra Panta rei (Murcia) , 2021 2021 Citations: 5
El cine como herramienta didáctica para enseñar Historia P Gracia Salinas, MP Rivero Gracia, I Navarro Neri Trabajo Fin de Máster, Universidad de Zaragoza , 2021 2021 Citations: 4
La Ley de la Memoria Democrática y la necesidad de recordar desde los cómics: temas, usos y posibilidades a través de Paracuellos, El arte de volar, Ala rota, La guerra civil … JA Mérida Donoso, L Mur Sangrá, I Navarro Neri Dykinson , 2023 2023 Citations: 3
Estrategias educomunicativas de los museos arqueológicos y de sitio españoles durante el estado de alarma I Navarro Neri PH, Bol. Inst. Andal. Patrim. Hist. , 2020 2020 Citations: 3
Museos y espacios expositivos, una realidad distante para el profesorado en formación de Educación Primaria CD Ciriza-Mendívil, T Benito Aguado, I Navarro Neri Universidad de Granada , 2025 2025 Citations: 2
IA aplicada a la enseñanza y el aprendizaje homenaje R González Vallejo, ME Badillo Mendoza, FRA Bordignon, I Navarro Neri Dykinson , 2024 2024 Citations: 2
Indagar en el patrimonio vivo: aplicación didáctica de la web de Patrimonio Cultural Inmaterial de la UNESCO I PIAZUELO, I NAVARRO Íber: Didáctica de las Ciencias Sociales, Geografía e Historia 112, 39-46 , 2023 2023 Citations: 2
