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This work addresses the lack of methodologies for the seamless integration of 360° videos, 3D digitized artifacts, and virtual human agents within a virtual reality environment. The proposed methodology is showcased in the context of a tour guide application and centers around the innovative use of a central hub, metaphorically linking users to var...
Citations
... As cultural tourism increasingly embraces digital and immersive technologies, innovative storytelling approaches become essential. Kontogiorgakis et al. (2024) explores how virtual reality (VR) experiences, 3D artifacts, and AI-driven virtual guides enrich cultural tourism. This research underscores the potential of VR to create interactive, educational experiences for historical and cultural sites. ...
This study develops a provisional framework for PBSPT (Pelancongan Budaya Berteraskan Seni Persembahan Traditional), or Cultural Tourism Based on Traditional Performing Arts, to explore its potential in cultural preservation and economic growth within Malaysia's tourism sector. The framework is structured around six key components: resources (Modal), promotion strategies (Promosi), activities and content (Kandungan/Aktiviti), staffing (Staf), management challenges (Cabaran Pengurusan), and recommendations for improvement (Harapan/Cadangan). Data were collected through semi-structured interviews with key stakeholders across four culturally significant Malaysian regions. The findings highlight the need for diversified funding sources, innovative marketing strategies, skilled human resources, and effective management solutions to enhance the sustainability of cultural tourism. By integrating traditional performing arts into tourism development, this provisional PBSPT framework serves as a strategic foundation for future refinement into a comprehensive cultural tourism model, ensuring sustainability, enriched visitor experiences, and the long-term safeguarding of Malaysia's cultural identity.
... Microsoft HoloLens was considered for evaluation as a fourth workstation, as there are interesting applications for mixed reality and augmented reality that can be explored [4], but they necessitate their own dedicated research and experiments. Virtual reality was also considered, as there are great applications for the technology already, such as cultural tourism [5] and investigating mental stress [6], and in general, 3D technology has introduced various changes to our ways of viewing data [7]. Researchers are searching for ways to enhance visualization, and some have successfully integrated large displays in virtual reality environments to enhance user experience [8]. ...
This paper starts with an overview of current methods of displaying 3D objects. Two different technologies are compared—a glasses-free 3D laptop that uses stereoscopy, and one that uses front projection on a silver impregnated fabric screen that diffracts light to achieve a holographic effect. The research question is defined—which one is suitable for use by specialists. A methodology for an experiment is designed. A scenario for finding the solution to the problem during the experiment is created. An experiment environment with different workstations for each technology has been set up. An additional reference workstation with a standard screen has been created. Three-dimensional CAD models from the field of mechanical engineering were chosen. Different categories of defects were introduced to make the models usable for the scenario—finding the defects in each of the different workstations. A survey for participant feedback, using several categories of questions, was created, improved, and used during the experiment. The experiment was completed, short discussions were held with each participant, and their feedback was analyzed. The categories of the participants were discussed. The results from the experiment were discussed and analyzed. Statistical analysis was performed on the survey results. The applicability of the experiment in other fields was discussed. Conclusions were made, and the comparative advantages and specifics of each technology were discussed based on the analysis results and the experience gained during the experiment.
... • Interactive Storytelling: users may learn about historical events, locations, and figures through immersive, interactive stories [50]. Users can influence the narrative by performing activities and making decisions, which increases their involvement and understanding of heritage. ...
... Users can gather virtual artefacts, which are linked to educational material regarding their historical background. • Reconstruction Challenges: users can take part in historical reconstructions and simulations of past events [50]. These challenges may demand users to make decisions based on prior information, rewarding them for accuracy and intuition. ...
The exploration of city culture and heritage has gone through a fundamental transition in today's digital world, boosted by the introduction of extended Reality (XR) technologies such as Virtual Reality (VR), Mixed Reality (MR), and Augmented Reality (AR). These developments have provided new opportunities for individuals to profoundly engage with historical narratives and artistic expressions inherent in urban environments. Despite these technical advancements, a critical research gap remains in properly combining these immersive technologies with gamification principles to improve cultural exploration. This study seeks to fill this gap by studying the integration of gamification into XR settings, with the goal of increasing participant engagement, cooperation, and interaction while digging into the various layers of a city's history and artistic heritage. Two complementary use cases are presented: one centred on VR and the other on MR, both of which provide unique immersive experiences customised to exploring city culture. Gamification ideas are implemented into these use cases, with game elements used to encourage user involvement and participation within historical and artistic settings. Students are actively involved in the development of cultural heritage applications, highlighting the value of educational engagement. To assess the success and validity of this approach, a System Usability Scale (SUS) questionnaire is distributed to users participating in these immersive experiences. The survey findings evaluate user perceptions, satisfaction levels, and the effectiveness of gamification aspects in improving their understanding and connection to the city's heritage. The VR application received a score of 71.77 (out of 100), while the MR application received a score of 65.94 (out of 100), both being very close to the average SUS score of 68. Moreover, to improve the rigour of our evaluation, the User Engagement Scale (UES) is also incorporated. The UES results indicate that participants felt more immersed in the MR application (4.33) compared to the VR application (3.57). This difference may be attributed to the MR application's ability to integrate interactive elements with the real-world environment, enhancing the sense of presence and relevance for users. Both applications had similar perceived usability scores, while the MR app slightly outperformed the VR app in aesthetics and rewarding factors, suggesting a better overall user experience.
... When people are the subject of learning, 3D representations of these people can raise the interest of students and their engagement when a virtual representation allows them to interact with these persons. A treasure hunt in historical scenes accompanied by virtual humans reveals the power of storytelling supported by seamless integration of 360-degree videos, 3D artifacts, and virtual human engagement to establish an emotional connection with users, providing a meaningful learning experience [58]. ...
... Interactive [58,[70][71][72][73][74] Non-interactive [16,66] Situation Face-to-face [75] Distance [76,77] Blended Learning [75] Degree of collaboration ...
In recent years, gamified e-learning earned its place in higher education. Aligned to the audience, the content and the learning goals design elements are orchestrated around the backbone of any gamified intervention: the story. The art of storytelling is old and well-established, but digital storytelling is not yet fully explored. To narrow the gap, this chapter derives a solution space for design parameters for digital storytelling from key literature. Informed by this solution space, the next iteration of a gamified e-learning environment on procurement, manufacturing, and sales supported by the Enterprise Resource Planning System SAP S/4 HANA could evolve to add to the body of knowledge. This solution space can inform teachers, e-learning designers, and researchers and accelerate the creative process of digital storytelling.
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Improvement in VR/AR solutions for application in cultural heritage.
Abstract
Currently, virtual and augmented reality (VR and AR) technologies are becoming more and more widely used in various fields of human activity, including archeology. The aim of this article is to analyze the possibilities of using VR and AR technologies in broadly understood activities related to underwater archeology. This work is a review and presents current applications of VR and AR in underwater archeology based on case studies. This paper presents the development of VR and AR technologies, including in the field of underwater archaeology, and generally describes the process of creating VR and AR applications for underwater archeology purposes, with particular emphasis on data collection methods. Then, the areas of application of these technologies in underwater archeology and related areas were generally presented and the barriers to their use were discussed. The most important part of the work is a discussion of the use of VR and AR in underwater archeology based on the selected case studies. The article ends with a summary of the current state and a discussion of the possibilities of developing virtual technologies in the applications of underwater archeology.
