Mixed Reality for Historic Preservation

Digital technologies are becoming widely available to experts in the field of historic preservation. These tools equip experts with the capability to obtain high resolution and accurate information about cultural heritage, which can be accurately reproduced and rematerialized without coming into contact with the physical object itself. This preservation approach is described as non-contact, meaning that it is not invasive to the material integrity of an artifact. Since the turn of the century, stakeholders in the field have increasingly focused their attention on digital technologies for advancing the field. The motivation for experts to preserve cultural heritage with digital technologies starts with the idea of merging the two, and in recent years, innovations in high-resolution digital imaging, recording, processing, modeling and reproduction capabilities have fostered the integration of a virtual environment. Mixed Reality (MR), which the merging of digital and physical worlds, not only allows experts to expand possibilities for preservation interventions once all physical range of actions have been exhausted, but it also makes it possible for experts to intervene digitally before carrying out a preservation treatment. MR can be used as a tool to create hybrid environments for experts and researchers to better manage and understand cultural heritage, which in turn allows them to provide the public with a deeper understanding about cultural heritage. The traditionally object-centric nature of the historic preservation field favors MR over Virtual Reality, since the former engages with the physical site or artifact themselves. By allowing field experts and visitors to visualize scenes in situ from viewpoints that are impossible due to size, content or accessibility issues, the installation of MR’s formless aesthetics engages viewers of cultural heritage through new and innovative ways. The application of MR offers countless strategies for approaching conservation and interpretation projects in historic preservation. But, despite its capacity to enhance the practice of historic preservation, MR poses new technological and methodological questions for the field. As a burgeoning tool and constantly changing field, there have been very few studies conducted on the application of MR to the field of historic preservation. This thesis argues that, on the one hand, MR provides innovative strategies for approaching preservation problems; but on the other hand, the absence of standards, guidelines, and techniques make it difficult to evaluate and propose new projects in the field. As a response to this deficiency, I propose a framework to evaluate and use MR for the preservation of cultural heritage. This framework is first tested to evaluate three case studies, and next, to propose a unique MR strategy for the complex preservation case of the San Baudelio de Berlanga Hermitage in the province of Soria, Spain. This thesis aims to contribute a MR framework and methodology that provides a consistent conceptual approach to MR projects in the field

Collaborative and Multi-Modal Mixed Reality for Enhancing Cultural Learning in Virtual Heritage

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The Winckelmann300 Project: Dissemination of Culture with Virtual Reality at the Capitoline Museum in Rome

The best way to disseminate culture is, nowadays, the creation of scenarios with virtual and augmented reality that supply the visitors of museums with a powerful, interactive tool that allows to learn sometimes difficult concepts in an easy, entertaining way. 3D models derived from reality-based techniques are nowadays used to preserve, document and restore historical artefacts. These digital contents are also powerful instrument to interactively communicate their significance to non-specialist, making easier to understand concepts sometimes complicated or not clear. Virtual and Augmented Reality are surely a valid tool to interact with 3D models and a fundamental help in making culture more accessible to the wide public. These technologies can help the museum curators to adapt the cultural proposal and the information about the artefacts based on the different type of visitor’s categories. These technologies allow visitors to travel through space and time and have a great educative function permitting to explain in an easy and attractive way information and concepts that could prove to be complicated. The aim of this paper is to create a virtual scenario and an augmented reality app to recreate specific spaces in the Capitoline Museum in Rome as they were during Winckelmann’s time, placing specific statues in their original position in the 18th century

3D printing and immersive visualization for improved perception of ancient artifacts

This article investigates the use of 3D immersive virtual environments and 3D prints for interaction with past material culture over traditional observation without manipulation. Our work is motivated by studies in heritage, museum, and cognitive sciences indicating the importance of object manipulation for understanding present and ancient artifacts. While virtual immersive environments and 3D prints have started to be incorporated in heritage research and museum displays as a way to provide improved manipulation experiences, little is known about how these new technologies affect the perception of our past. This article provides first results obtained with three experiments designed to investigate the benefits and tradeoffs in using these technologies. Our results indicate that traditional museum displays limit the experience with past material culture, and reveal how our sample of participants favor tactile and immersive 3D virtual experiences with artifacts over visual non-manipulative experiences with authentic objects. This paper is part of a larger study on how people perceive ancient artifacts, which was partially funded by the University of California Humanities Network and the Center for the Humanities at the University of California, Merced.This is the author accepted manuscript. The final version is available from MIT Press via http://dx.doi.org/10.1162/PRES_a_0022

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Virtual Reality and Its Application in Education

Virtual reality is a set of technologies that enables two-way communication, from computer to user and vice versa. In one direction, technologies are used to synthesize visual, auditory, tactile, and sometimes other sensory experiences in order to provide the illusion that practically non-existent things can be seen, heard, touched, or otherwise felt. In the other direction, technologies are used to adequately record human movements, sounds, or other potential input data that computers can process and use. This book contains six chapters that cover topics including definitions and principles of VR, devices, educational design principles for effective use of VR, technology education, and use of VR in technical and natural sciences