Cultural heritage in sustainable development – AR Quest

Do you know why Coca Cola has the Coca in the name? Are 24 “holes” in Petit Beurre biscuits accidentally there or they have deeper meaning? Do you know who invented ketchup? What types of cocoa beans are used for chocolate? Have you ever visited sanatorium where cornflakes are invented?

Cultural heritage and STEAM

At the mention of sustainable development and sustainability, the first thing that comes to mind is usually the thought of ecology, environmental science, recycling and similar. What is still very important, and lesser known, is that one of the crucial roles of sustainable development (SDG 11: Make cities and human settlements inclusive, safe, resilient and sustainable) plays preservation of cultural heritage. Target 11.4 calls for strengthening efforts to protect and safeguard the world’s cultural and natural heritage. UNESCO’s work has addressed this goal even before its formal introduction in 2015.

Each country has a rich cultural heritage that can be successfully integrated into the teaching process of each subject, especially in STEAM, in order to achieve curricular outcomes. Moreover, there are such elements of cultural heritage that are known on a global scale. How to fit them into the teaching process, achieve a high level of engagement, develop crucial 21st skills, and at the same time make the whole learning process fun? By using gamification and augmented reality technology in order to create an AR Quest.

Augmented Reality and gamification

Using AssemblrEDU app for augmented reality and Europeana resources students are taken on a global quest around the Earth. As they visit various places, they are discovering fun facts about various soft drinks like Coca Cola, well known food products (ketchup) and food plants (cocoa and corn) throughout the history. They are learning about rich cultural heritage while achieving curriculum outcomes. To finish their quest, they need to solve a problem attached to each location. By completing all the stations and by solving all the math problems, they unlock the words used in the word search puzzle created in Genially tool. When the student solving the puzzle finds all the words, the hidden message will be revealed.

The students only need a mobile device with AssemblrEDU app to activate AR Quest. This activity is made for a remote teaching environment but can be easily used in any teaching environment.

running augmented reality experience

Aim of the lesson and integration

The aim of this interdisciplinary lesson is to practice math modelling real life problems, learn about cultural impact of various famous food products, gain new vocabulary in English and gain skills in using augmented reality technology.

Students develop all language skills (reading, listening, speaking, writing).

In the national Math curriculum for the 1st grade (15-year-old students) there is an outcome “Applies proportionality, percentages, linear equations and systems”, by which students need to gain skills of mathematical modelling in math, from other fields and life. Also, to solve linear equations and systems of linear equations.

Learning scenario is easily integrated in any  English language lesson. As in national curriculum stands a unit for students to analyse a custom text in writing and also to listen with understanding all this is supported in scenario. One of the outcomes is to communicate in formal and non-formal situations, therefore, it fits in any of English lessons.

History curriculum contains a unit on industrial revolution, which covers the topic of key inventions and scientific discoveries as drivers of industrial revolutions and changes in daily life.

This lesson can be used for Biology covering a topic on various food plants, and nutrition facts.

ICT has a unit on using new technologies and apps, in which this scenario fits perfectly with using AssemblrEDU app as a tool for activating AR Quest and using augmented reality technology.

Augmented Reality EarthQuest

After intriguing the students with questions posted above, they were provided with a QR code for a quest around the Globe to answer these questions. Students get a math Worksheet which they individually need to fill visiting stations on an AR Quest. Using AssemblrEDU app they „visit“ different places, read and watch fun facts about food products, drinks and food plants. On each station, one math problem is given. They need to write it down and solve it.

A story about Pemberton as embedded YT video

In the last location of the tour, link to an interactive quiz for self evaluation is given. As students give the right solution, a word appears. If their solution doesn`t make sense or it is not given, students will know they need to reassess their errors. At the end the words should be crossed out in an online word search puzzle (students can also print it out if it is more convenient for them). After crossing out all the words, a hidden message appears as a final solution. (“Enjoy little things in life”).

the final task of the Quest

Last year during the lockdown I made and used this learning scenario with different tools and with different students (the original learning scenario can be found here). I have used Google Earth app in order to make a virtual tour. But this year I have used a different approach to achieve an even higher level of engagement. I wanted to give my students the opportunity to interact in a different way. So, I have modified the activities and combined immersive AR technology with gamification. The use of AR and AssemblerEDU app was a real game changer for achieving high levels of engagement, excitement and teaching for and with creativity. Students were thrilled with this AR Quest. The activity was implemented on students aged 17-18 of age as a retrieval practice for state exam. It was a great addition after learning about sustainable development goals for raising student awareness about cultural heritage as one of the SD goals.


As part of the 2021 STEM Discovery Campaign, events were held using six resources in the Scientix Resource Store. The events were held between 15 February – 24 March 2021 at Konya Ereğli Science and Art Center with 30 students between the ages of 8-10. As all over the world, schools in Turkey have switched to distance education after February 2020 as part of the fight against the covid19 pandemic. On March 8, 2021, face-to-face training started. That’s why we’ve done some of our activities remotely and some of them face-to-face. Distance education activities were carried out through the TEAMS account defined by our school for teachers and students. Our face-to-face activities were held in our classroom.


This image has an empty alt attribute; its file name is adsiz.png

Description of Activities

Event1: The Dancing Doll

Scientix Source Used Here

In this event, a multidisciplinary approach was used to introduce STEM concepts and competencies in different subject areas at the same time, including mathematics, measurement, power, mechanics, numbers, creativity, transfer of comprehension.

A doll figure was used in the resource. Instead, it was stated that we could use any figure. We used the Whirling Dervish figure for this.

Continue reading

Plants, My Past and Future Friends


Our life in earth depends on the plants. They are the key food of animals, like us. We, animals, appeared here in earth because plants learned how to create food but plants need water, air and light to create their food. Lack of water is a fact in some parts of our planet; so food is not available and it constitutes a great real problem for so many people over the world, in this project we will try not only to understand why plants are so important.

Aim of the lessons

  • Understanding the way plants obtain their food.
  • Understanding the relation between plants and animals life.
  • Participating in inquiry based science projects: Inquiry project about what plants and animals need for living.
  • Estimating plants and taking care of them.
  • Thinking critically about food problems and migration to better places.

Age of students: 9-11 years


Preparation time: 3 hours

Teaching time: 7 hours

Teaching resources

Materials: Paper, glue, pots, plants, two white flowers, rubber bands, chopsticks, clay, plant seed.

Online tools: PPpoints, video conference, Padlet, Kahoot.

The pictures is the author’s own- (Attribution CC-BY)
Continue reading

Smart City Solutions with STEM-Smart Parking


Every day, an average of 15 thousand vehicles enter our district of Beyoğlu, the heart of Istanbul. That’s why we thought we needed to find a solution to the extra traffic congestion that occurred while looking for parking. Based on this problem, we thought of designing a mobile phone application. With our application called Smart Parking, vehicles will be able to see the occupancy rate in the parking lots without entering the traffic. This app will also allow users to make reservations. Students created the correct algorithm for the solution of the determined problem. The students were divided into two groups and designed a parking lot model. A group digitized the model with the Tinker Cad application. The other group made a car park model out of cardboard. They first worked on these parking lot prototypes they designed. An image processor was built into the parking lot prototype. Codes were created using the Raspberry Pi and it was ensured that the empty and occupied areas in the parking lot were detected. Students classified vehicles according to their types and calculated the approximate area of ​​a vehicle coming to the parking lot using rectangular area formulas. Using the rectangular prism volume formula from the volume formulas of three-dimensional objects, students approximate the volumes of these tools. With the calculations made, they found how many vehicles can fit in a parking lot with a certain area and volume. The students were divided into two groups, one group was called dystopia and the other group was called utopia. They imagined how this problem would look in the future world. Students wrote dystopia and utopia stories about the parking problem. The stories written were made into e-books. They learned the definition of artificial language. They analyzed the impact of technology on our needs and emotions, and the impact of our emotions and needs on technology. They understood the importance of bringing practical solutions to life problems in the formation of artificial languages. They realized that new professions envisioned in the fields of science, technology, engineering and mathematics are now closely related to coding and mathematics.

The picture is the author’s own – (Citation CC-BY)
Continue reading

STEM with Block-Based Coding

Technology is indispensable as a requirement of the 21st century. It will support permanent and meaningful learning in teachers’ technology classrooms. In this direction, the importance of technology integration increases in the teaching of new teaching methods and techniques. We must integrate Innovation and Technology into our education policies and teach our students to code, a requirement of technology. Coding Future with Team 5 Turks and 2 Spanish schools integrated IT programming courses into the eTwinning platform. The students passed on their knowledge to their families.


The aim of this project is for our students to actively participate in the process by exploring project and game-based learning. We create scenarios by associating them with algorithmic thinking and seek solutions. Developing life skills by integrating science, technology, engineering and mathematics (STEM) and art with games. It is an important practice to make them understand that games are an educational element. Ultimately, students learn from and teach them to their families.

The pictures are the author’s own– (Atıf CC-BY)
Continue reading