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22 Research products

  • Digital Humanities and Cultural Heritage
  • 2014-2023
  • Publications
  • Other research products
  • CY
  • Ktisis
  • NEANIAS Space Research Community

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Souropetsis, Markos;

    It is increasingly considered important to examine the learning processes in terms of technologically mediated learning during educational field trips, whether physical or virtual, to cultural heritage sites. This PhD thesis attempts to examine whether the integration of extended reality technologies (XR) and gamification affects the psychological and behavioral changes of the students and by extension their cognitive processes. The research adopts a design-based research approach to investigate the learning processes in non-formal learning conditions, when using extended reality gamified learning environments. Through the design-based research approach, two studies were conducted to address the research questions The first study tried to examine the extent to which the use of a gamified Augmented Reality (AR) environment during an educational visit to a cultural heritage site affects the learning performance and learning motivation of 6th grade elementary school students. Fiftynine students participated in this study. The data corpus consists of pre-and post-test questionnaires to evaluate students’ motivation and learning gains. The results show that the use of a gamified AR learning environment during educational visits to cultural heritage sites enhances students' motivation and learning. The second study investigated how the use of a gamified versus a non-gamified Virtual Reality (VR) learning environment impacted student motivation and learning outcomes in the context of a virtual visit at a cultural heritage site. For this purpose, we adopted an experimental research design to analyse the experience of 46 undergraduate university students; 23 of them used a gamified version of the VR learning environment, while 23 of them used the same VR environment without the gamification elements. Data were collected using pre and post learning assessments, motivation questionnaires, as well as individual semi-structured interviews. The data analyses showed that students who experienced the gamified VR learning environment had greater learning gains and perceived competence, as compared to their counterparts who used the VR environment without the gamification elements. The findings of this research contribute to the principled design of VR environments to optimize students’ knowledge acquisition and learning experience. Με βάση του ότι ολοένα και περισσότερο θεωρείται σημαντικό να εξεταστούν οι διαδικασίες μάθησης όσον αφορά στην τεχνολογικά διαμεσολαβημένη μάθηση κατά τις εκπαιδευτικές επισκέψεις, είτε με φυσική παρουσία είτε εικονικά, σε χώρους πολιτισμικής κληρονομιάς, αυτή η διδακτορική διατριβή στοχεύει να διερευνήσει περαιτέρω εάν η ενσωμάτωση τεχνολογιών εκτεταμένης πραγματικότητας και παιχνιδοποίησης επηρεάζει τις ψυχολογικές και συμπεριφορικές αλλαγές των μαθητών/ριών και κατ’ επέκταση τις γνωστικές τους διαδικασίες. H διατριβή υιοθετεί την προσέγγιση της σχεδιαστικής έρευνας για να διερευνήσει τις διαδικασίες μάθησης σε συνθήκες μη τυπικής μάθησης, κατά τη χρήση δυο παιχνιδοποιημένων μαθησιακών περιβαλλόντων εκτεταμένης πραγματικότητας. Η πρώτη έρευνα εξέτασε το βαθμό στον οποίο η χρήση ενός παιχνιδοποιημένου περιβάλλοντος επαυξημένης πραγματικότητας κατά την διάρκεια εκπαιδευτικής επίσκεψης σε ένα χώρο πολιτισμικής κληρονομιάς, επηρεάζει τη μαθησιακή επίδοση και μαθησιακά κίνητρα μαθητών/ριών Στ’ τάξης Δημοτικού. Σε αυτή συμμετείχαν 59 μαθητές/ριες, οι οποίοι/ες επισκέφτηκαν έναν χώρο πολιτισμικής κληρονομιάς. Τα δεδομένα συλλέχθηκαν μετά από μια προ- πειραματική μελέτη μιας ομάδας προ-δοκιμής/μετα-δοκιμής. Τα αποτελέσματα της ποσοτικής ανάλυσης έδειξαν πως η χρήση παιχνιδοποιημένων περιβαλλόντων μάθησης επαυξημένης πραγματικότητας κατά τη διάρκεια εκπαιδευτικών επισκέψεων σε χώρους πολιτισμικής κληρονομιάς ενίσχυσε τα κίνητρα και τη μάθηση των μαθητών/ριών. Η δεύτερη έρευνα, ακολούθησε ένα πειραματικό σχεδιασμό και διερεύνησε τις διαφορές στη μαθησιακή επίδοση και μαθησιακά κίνητρα φοιτητών/ριών κατά την εικονική επίσκεψη σε χώρο πολιτισμικής κληρονομιάς με τη χρήση ενός παιχνιδοποιημένου περιβάλλοντος εικονικής πραγματικότητας σε σύγκριση με ένα περιβάλλον εικονικής πραγματικότητας χωρίς στοιχεία παιχνιδοποίησης. Το δείγμα της έρευνας αποτελείτο από 46 φοιτητές/ριες τριτοβάθμιας εκπαίδευσης και η συλλογή δεδομένων περιελάμβανε ερωτηματολόγια τα οποία δόθηκαν πριν και μετά την παρέμβαση. Τα αποτελέσματα έδειξαν ότι η ενσωμάτωση της παιχνιδοποίησης σε περιβάλλοντα εικονικής πραγματικότητας συμβάλει σε αυξημένα μαθησιακά κέρδη και υψηλότερα κίνητρα. Completed

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    Ktisis
    Doctoral thesis . 2023
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      Ktisis
      Doctoral thesis . 2023
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    Authors: Filip Škola; Dusanka Boskovic; Selma Rizvic; Dimitrios Skarlatos; +1 Authors

    This article examines the user experience and cognitive workload in digital storytelling through immersive virtual reality (VR). Specifically, it explores the relationship between various aspects of the user experience and their link to the cognitive workload. The investigation was conducted by means of a large-scale evaluation of an underwater archaeological VR experience that simulated diving into the reconstructions of a submerged ancient site combined with interactive 360° video storytelling. The evaluation included 125 participants from two different geographical locations. Results revealed a strong interdependence between all user experience scales, including presence, immersion, engagement, emotional response, state of flow, subjective judgment, and technological adoption of the VR equipment. Moreover, the sense of presence in VR was strongly related to the reported task performance. The article highlights the importance of understanding the user experience and cognitive workload when creating digital storytelling applications in immersive VR.

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    Ktisis
    Article . 2023
    Data sources: Ktisis
    International Journal of Human-Computer Interaction
    Article . 2023 . Peer-reviewed
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      Ktisis
      Article . 2023
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      International Journal of Human-Computer Interaction
      Article . 2023 . Peer-reviewed
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    Authors: Iolie Nicolaidou; Rok Zupančič; Anke Fiedler; Kenneth Andresen; +5 Authors

    Virtual Reality (VR) is increasingly used for visiting historic places. Research on VR experiences in dark tourism (that focuses on mortality) focuses almost exclusively on adults. No studies were found that used virtual tours to engage children with their own country’s conflicts. The present study addresses this gap by designing and developing virtual tours in four cities of Europe with a troubled past. Virtual tours engage children and youth in historical conflicts using multi-perspective storytelling. The aim of this pre-test post-test comparative case study is to examine the change on students’ perceptions of their country’s troubled past after their interaction with a virtual tour of their capital. A secondary aim is to document students’ evaluation of the virtual tour. A questionnaire examining students’ perceptions was completed before and after students’ individual interaction with a virtual tour. Participants included 360 students (212 from Cyprus, 42 from Germany, 63 from Bosnia-Herzegovina, and 44 from Kosovo). Findings indicate a statistically significant positive change in perceptions of troubled pasts for primary/secondary students from Cyprus, Bosnia-Herzegovina, and Germany. Preliminary results are promising and indicate the effectiveness of virtual tours as tools that can have an effect on students’ perceptions of troubled pasts, particularly for children rather than young adults. Students’ evaluation of the virtual tours was positive, irrespectively of participants’ age, indicating high acceptability. Bibliografija: str. 179-181. Abstract.

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    Ktisis
    Article . 2022
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    dCOBISS.SI Digital Repository
    Article . 2022
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    International Journal of Emerging Technologies in Learning (iJET)
    Article . 2022 . Peer-reviewed
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      Article . 2022
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      Article . 2022
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      International Journal of Emerging Technologies in Learning (iJET)
      Article . 2022 . Peer-reviewed
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    Authors: Tryfonos, George; Ioannides, Marinos; Anastasi, A. G.; Apostolou, V. A.; +3 Authors

    The paper presents a novel adaptive parametric documentation, modelling and sharing methodology, which aims to achieve a continuous holistic documentation, data processing and sharing process for cultural heritage community, such as architects, engineers, archaeologists, conservators, programmers, fabricators, contest creators, game developers, scholars and common citizens. Thus, the use of advance parametric and building information modelling software allows the processing and specification of all data by creating the 3D models needed for the multidisciplinary experts. Two Cypriot case studies from the medieval time period have been chosen for the development, and evaluation of our proposed methodology in order to investigate the process of modelling and sharing all the given metadata and 3D data. The first one is the Asinou Church, a UNESCO Heritage stone monument in the Troodos Mountains with a unique interior and the Kolossi Castle, a former Crusader stronghold on the west of the city of Limassol on the island of Cyprus.

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    Other ORP type . 2021
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    Authors: Christos Kyrlitsias; Christos Kyrlitsias; Maria Christofi; Maria Christofi; +5 Authors
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    Article . 2021
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    Frontiers in Computer Science
    Article . 2021 . Peer-reviewed
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      Article . 2021
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      Frontiers in Computer Science
      Article . 2021 . Peer-reviewed
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    Authors: Filip Škola; Selma Rizvic; Marco Cozza; Loris Barbieri; +3 Authors

    storytelling. The hypothesis that the modern immersive archaeological VR application presenting cultural heritage from a submerged site would sustain high levels of presence, immersion, and general engagement was leveraged in the investigation of the user experience with both the subjective (questionnaires) and the objective (neurophysiological recording of the brain signals using electroencephalography (EEG)) evaluation methods. Participants rated the VR experience positively in the questionnaire scales for presence, immersion, and subjective judgement. High positive rating concerned also the psychological states linked to the experience (engagement, emotions, and the state of flow), and the experience was mostly free from difficulties linked to the accustomization to the VR technology (technology adoption to the head-mounted display and controllers, VR sickness). EEG results are in line with past studies examining brain responses to virtual experiences, while new results in the beta band suggest that EEG is a viable tool for future studies of presence and immersion in VR. This paper presents a combined subjective and objective evaluation of an application mixing interactive virtual reality (VR) experience with 360°

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    Authors: Christos Kyrlitsias; Christos Kyrlitsias; Maria Christofi; Maria Christofi; +5 Authors

    Some archaeological sites are not easily accessible by visitors due to mobility or geographical restrictions. Digital technology can make such sites virtually accessible and provide educational information at the same time. Toward this goal, we created a digital reconstruction of the archaeological site of Choirokoitia. Given that a 3D digital reconstruction can be used along with different technologies, we designed and developed an interactive application, where users can navigate and get information about the site, for two different systems: Virtual Reality (VR) systems and desktop computers. A feasibility study was conducted where we compared aspects of the two systems so as to allow the suggestion of the proper technology to utilize according to a user's aims. The results showed higher levels of presence and more positive experience by the participants who used the VR system compared to those who used the desktop version. On the other hand, greater learning gains were demonstrated in participants who used the desktop version compared to those who used the VR version. No differences were shown between the two groups regarding the participants' change of attitudes toward the archaeology of Cyprus.

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    Authors: Maria Shehade; Theopisti Stylianou-Lambert;

    s objects and narratives. The aim of this paper is to explore the practices, experiences, and perceptions of museum professionals on the use of VR technology in museums, their perceived advantages and challenges of such technologies, and their vision for the future of technology in museums. The paper provides an in-depth analysis of interviews with museum professionals from a number of countries around the world who worked with particular VR projects in their own institutions. The ultimate aim is to offer a more critical and holistic examination and assessment of the use of VR in museums and provide suggestions for designing and developing VR projects in the future. The past few years have seen an increase in the use of virtual reality (VR) in museum environments in an attempt for museums to embrace technological innovations and adapt to the challenges of the digital era. While there are studies that examine the advantages of VR in museums and visitors&rsquo experiences with it, there are no studies examining the experiences of museum professionals who are responsible for a museum&rsquo

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    Applied Sciences
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    Authors: Maria Shehade; Theopisti Stylianou-Lambert;

    The recent years have seen a digital transformation of the cultural tourism sector and the interpretation of cultural heritage, through the use of emerging and immersive technologies, such as Virtual Reality (VR) and Augmented Reality (AR). Although this transformation has brought important advantages, it may also challenge the authenticity of the offered experience. This paper aims to explore the different and conflicting scholarly debates on authenticity and technology, which lie at the intersection of three fields, namely tourism studies, heritage studies and ICT and which may also have consequences on the actual applicability of such technologies in cultural tourism. An examination of the concept of authenticity in the aforementioned disciplines is provided, through an analysis of how the concept has evolved in each of the three disciplines. The paper also highlights their differences and points of convergence and discusses the challenges and implications created by the identified discrepancies between the different stakeholders involved in cultural tourism. Finally, suggestions will be offered on how the discussed challenges and implications can be addressed in light of the new needs of cultural tourism in the digital era.

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    https://doi.org/10.1007/978-3-...
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    Authors: Bruno, Fabio; Barbieri, Loris; Mangeruga, Marino; Cozza, Marco; +4 Authors

    Abstract The Mediterranean Sea has a vast maritime heritage which exploitation is made difficult because of the many limitations imposed by the submerged environment. Archaeological diving tours, in fact, suffer from the impossibility to provide underwater an exhaustive explanation of the submerged remains. Furthermore, low visibility conditions, due to water turbidity and biological colonization, sometimes make very confusing for tourists to find their way around in the underwater archaeological site. To this end, the paper investigates the feasibility and potentials of the underwater Augmented Reality (UWAR) technologies developed in the iMARECulture project for improving the experience of the divers that visit the Underwater Archaeological Park of Baiae (Naples). In particular, the paper presents two UWAR technologies that adopt hybrid tracking techniques to perform an augmented visualization of the actual conditions and of a hypothetical 3D reconstruction of the archaeological remains as appeared in the past. The first one integrates a marker-based tracking with inertial sensors, while the second one adopts a markerless approach that integrates acoustic localization and visual-inertial odometry. The experimentations show that the proposed UWAR technologies could contribute to have a better comprehension of the underwater site and its archaeological remains.

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    Ktisis
    Article . 2019
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    Ocean Engineering
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    Ocean Engineering
    Other literature type . Article . 2019 . Peer-reviewed
    License: Elsevier TDM
    https://doi.org/10.48550/arxiv...
    Article . 2020
    License: arXiv Non-Exclusive Distribution
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      Article . 2019
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      Ocean Engineering
      Other literature type . Article . 2019 . Peer-reviewed
      License: Elsevier TDM
      https://doi.org/10.48550/arxiv...
      Article . 2020
      License: arXiv Non-Exclusive Distribution
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22 Research products
  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Souropetsis, Markos;

    It is increasingly considered important to examine the learning processes in terms of technologically mediated learning during educational field trips, whether physical or virtual, to cultural heritage sites. This PhD thesis attempts to examine whether the integration of extended reality technologies (XR) and gamification affects the psychological and behavioral changes of the students and by extension their cognitive processes. The research adopts a design-based research approach to investigate the learning processes in non-formal learning conditions, when using extended reality gamified learning environments. Through the design-based research approach, two studies were conducted to address the research questions The first study tried to examine the extent to which the use of a gamified Augmented Reality (AR) environment during an educational visit to a cultural heritage site affects the learning performance and learning motivation of 6th grade elementary school students. Fiftynine students participated in this study. The data corpus consists of pre-and post-test questionnaires to evaluate students’ motivation and learning gains. The results show that the use of a gamified AR learning environment during educational visits to cultural heritage sites enhances students' motivation and learning. The second study investigated how the use of a gamified versus a non-gamified Virtual Reality (VR) learning environment impacted student motivation and learning outcomes in the context of a virtual visit at a cultural heritage site. For this purpose, we adopted an experimental research design to analyse the experience of 46 undergraduate university students; 23 of them used a gamified version of the VR learning environment, while 23 of them used the same VR environment without the gamification elements. Data were collected using pre and post learning assessments, motivation questionnaires, as well as individual semi-structured interviews. The data analyses showed that students who experienced the gamified VR learning environment had greater learning gains and perceived competence, as compared to their counterparts who used the VR environment without the gamification elements. The findings of this research contribute to the principled design of VR environments to optimize students’ knowledge acquisition and learning experience. Με βάση του ότι ολοένα και περισσότερο θεωρείται σημαντικό να εξεταστούν οι διαδικασίες μάθησης όσον αφορά στην τεχνολογικά διαμεσολαβημένη μάθηση κατά τις εκπαιδευτικές επισκέψεις, είτε με φυσική παρουσία είτε εικονικά, σε χώρους πολιτισμικής κληρονομιάς, αυτή η διδακτορική διατριβή στοχεύει να διερευνήσει περαιτέρω εάν η ενσωμάτωση τεχνολογιών εκτεταμένης πραγματικότητας και παιχνιδοποίησης επηρεάζει τις ψυχολογικές και συμπεριφορικές αλλαγές των μαθητών/ριών και κατ’ επέκταση τις γνωστικές τους διαδικασίες. H διατριβή υιοθετεί την προσέγγιση της σχεδιαστικής έρευνας για να διερευνήσει τις διαδικασίες μάθησης σε συνθήκες μη τυπικής μάθησης, κατά τη χρήση δυο παιχνιδοποιημένων μαθησιακών περιβαλλόντων εκτεταμένης πραγματικότητας. Η πρώτη έρευνα εξέτασε το βαθμό στον οποίο η χρήση ενός παιχνιδοποιημένου περιβάλλοντος επαυξημένης πραγματικότητας κατά την διάρκεια εκπαιδευτικής επίσκεψης σε ένα χώρο πολιτισμικής κληρονομιάς, επηρεάζει τη μαθησιακή επίδοση και μαθησιακά κίνητρα μαθητών/ριών Στ’ τάξης Δημοτικού. Σε αυτή συμμετείχαν 59 μαθητές/ριες, οι οποίοι/ες επισκέφτηκαν έναν χώρο πολιτισμικής κληρονομιάς. Τα δεδομένα συλλέχθηκαν μετά από μια προ- πειραματική μελέτη μιας ομάδας προ-δοκιμής/μετα-δοκιμής. Τα αποτελέσματα της ποσοτικής ανάλυσης έδειξαν πως η χρήση παιχνιδοποιημένων περιβαλλόντων μάθησης επαυξημένης πραγματικότητας κατά τη διάρκεια εκπαιδευτικών επισκέψεων σε χώρους πολιτισμικής κληρονομιάς ενίσχυσε τα κίνητρα και τη μάθηση των μαθητών/ριών. Η δεύτερη έρευνα, ακολούθησε ένα πειραματικό σχεδιασμό και διερεύνησε τις διαφορές στη μαθησιακή επίδοση και μαθησιακά κίνητρα φοιτητών/ριών κατά την εικονική επίσκεψη σε χώρο πολιτισμικής κληρονομιάς με τη χρήση ενός παιχνιδοποιημένου περιβάλλοντος εικονικής πραγματικότητας σε σύγκριση με ένα περιβάλλον εικονικής πραγματικότητας χωρίς στοιχεία παιχνιδοποίησης. Το δείγμα της έρευνας αποτελείτο από 46 φοιτητές/ριες τριτοβάθμιας εκπαίδευσης και η συλλογή δεδομένων περιελάμβανε ερωτηματολόγια τα οποία δόθηκαν πριν και μετά την παρέμβαση. Τα αποτελέσματα έδειξαν ότι η ενσωμάτωση της παιχνιδοποίησης σε περιβάλλοντα εικονικής πραγματικότητας συμβάλει σε αυξημένα μαθησιακά κέρδη και υψηλότερα κίνητρα. Completed

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    Ktisis
    Doctoral thesis . 2023
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      Ktisis
      Doctoral thesis . 2023
      Data sources: Ktisis
  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Filip Škola; Dusanka Boskovic; Selma Rizvic; Dimitrios Skarlatos; +1 Authors

    This article examines the user experience and cognitive workload in digital storytelling through immersive virtual reality (VR). Specifically, it explores the relationship between various aspects of the user experience and their link to the cognitive workload. The investigation was conducted by means of a large-scale evaluation of an underwater archaeological VR experience that simulated diving into the reconstructions of a submerged ancient site combined with interactive 360° video storytelling. The evaluation included 125 participants from two different geographical locations. Results revealed a strong interdependence between all user experience scales, including presence, immersion, engagement, emotional response, state of flow, subjective judgment, and technological adoption of the VR equipment. Moreover, the sense of presence in VR was strongly related to the reported task performance. The article highlights the importance of understanding the user experience and cognitive workload when creating digital storytelling applications in immersive VR.

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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Ktisis
    Article . 2023
    Data sources: Ktisis
    International Journal of Human-Computer Interaction
    Article . 2023 . Peer-reviewed
    Data sources: Crossref
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Ktisis
      Article . 2023
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      International Journal of Human-Computer Interaction
      Article . 2023 . Peer-reviewed
      Data sources: Crossref
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Iolie Nicolaidou; Rok Zupančič; Anke Fiedler; Kenneth Andresen; +5 Authors

    Virtual Reality (VR) is increasingly used for visiting historic places. Research on VR experiences in dark tourism (that focuses on mortality) focuses almost exclusively on adults. No studies were found that used virtual tours to engage children with their own country’s conflicts. The present study addresses this gap by designing and developing virtual tours in four cities of Europe with a troubled past. Virtual tours engage children and youth in historical conflicts using multi-perspective storytelling. The aim of this pre-test post-test comparative case study is to examine the change on students’ perceptions of their country’s troubled past after their interaction with a virtual tour of their capital. A secondary aim is to document students’ evaluation of the virtual tour. A questionnaire examining students’ perceptions was completed before and after students’ individual interaction with a virtual tour. Participants included 360 students (212 from Cyprus, 42 from Germany, 63 from Bosnia-Herzegovina, and 44 from Kosovo). Findings indicate a statistically significant positive change in perceptions of troubled pasts for primary/secondary students from Cyprus, Bosnia-Herzegovina, and Germany. Preliminary results are promising and indicate the effectiveness of virtual tours as tools that can have an effect on students’ perceptions of troubled pasts, particularly for children rather than young adults. Students’ evaluation of the virtual tours was positive, irrespectively of participants’ age, indicating high acceptability. Bibliografija: str. 179-181. Abstract.

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    Ktisis
    Article . 2022
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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    dCOBISS.SI Digital Repository
    Article . 2022
    License: CC BY
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    International Journal of Emerging Technologies in Learning (iJET)
    Article . 2022 . Peer-reviewed
    License: CC BY
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      Article . 2022
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      dCOBISS.SI Digital Repository
      Article . 2022
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      International Journal of Emerging Technologies in Learning (iJET)
      Article . 2022 . Peer-reviewed
      License: CC BY
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/