A Comparative User Study of Two Virtual Tour Strategies at the Ruins of São Miguel das Missões
Resumo
The São Miguel Arcanjo Archaeological Site, commonly called ruins of São Miguel das Missões, is one of the main vestiges of the period of the Jesuit Missions of the Guarani around the world, located in the small municipality of São Miguel das Missões, in the northwest of Rio Grande do Sul, Brazil. The Ruins of São Miguel das Missões were declared a World Cultural and Natural Heritage Site by Unesco in 1983 and are part of the Iguassu-Missiones international itinerary, being visited by tourists from all over the world, especially from Argentina, Paraguay, Uruguay and European countries. Despite its historical and cultural importance, visiting the site is inaccessible for many people, for different reasons, especially the lack of financial resources. In this context, providing a virtual tour of the site is extremely relevant for the dissemination and access to this important cultural heritage. As so, this work presents a comparative study of two virtual tour strategies: guided and self-guided. A controlled user experiment was carried out with eleven participants and the results showed no difference in engagement and knowledge of the ruins. As for the preference, the participants opted for the self-guided tour.
Palavras-chave:
Virtual Reality (VR), Virtual Tour, User Engagement, Sao Miguel das Missões Ruins
Referências
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Jeaniny Silva SANTOS. 2022. Patrimônio Cultural de São Miguel das Missões: Um espaço de experiências educativas (1983-1992). Aedos 13 (jan-jun 2022), 252–265.
Anastasios Theodoropoulos and Angeliki Antoniou. 2022. VR Games in Cultural Heritage: A Systematic Review of the Emerging Fields of Virtual Reality and Culture Games. Applied Sciences 12, 17 (2022), 8476. https://doi.org/10.3390/app12178476
Laia Pujol Tost and Maria Economou. 2009. Worth a thousand words? The usefulness of immersive virtual reality for learning in cultural heritage settings. International Journal of Architectural Computing 7, 1 (2009), 157–176. https://doi.org/10.1260/147807709788549367
Lafoto UFRGS. 2017. Sketchfab - The best 3D viewer on the web. [link]. (Accessed on 07/21/2023).
Maja Wrzesien and Mariano Alcañiz Raya. 2010. Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the EJunior project. Computers & Education 55, 1 (2010), 178–187. https://doi.org/10.1016/j.compedu.2010.01.003
Vinícius Jurinic Cassol, Pedro Rossa, João Ricardo Bittencourt, Fernando Marson, and Sandro José Rigo. 2016. 157569.pdf. [link]. (Accessed on 07/21/2023).
Eunhee Chang, Hyun Taek Kim, and Byounghyun Yoo. 2020. Virtual reality sickness: a review of causes and measurements. International Journal of Human–Computer Interaction 36, 17 (2020), 1658–1682. https://doi.org/10.1080/10447318.2020.1778351
Maria Christofi, Christos Kyrlitsias, Despina Michael-Grigoriou, Zoe Anastasiadou, Maria Michaelidou, Ioanna Papamichael, and Katerina Pieri. 2018. A tour in the archaeological site of choirokoitia using virtual reality: a learning performance and interest generation assessment. In Advances in Digital Cultural Heritage: International Workshop, Funchal, Madeira, Portugal, June 28, 2017, Revised Selected Papers. Springer, Springer, Lecture Notes in Computer Science, 208–217.
Constance Classen. 2010. Foundations for an Anthropology of the Senses. International Social Science Journal 49 (09 2010), 401 – 412. https://doi.org/10.1111/j.1468-2451.1997.tb00032.x
Laura Freina and Michela Ott. 2015. A literature review on immersive virtual reality in education: state of the art and perspectives. In The international scientific conference elearning and software for education. The international scientific conference elearning and software for education, Bucharest, 10–1007.
Noha Abbas Hamed, Mayada Belal, and Mona Raafat. 2022. Building Virtual Environment for Safeguarding Archeological Ruins Case Study—El-Sheikh Ibada (Antinoopolis). In Conservation of Architectural Heritage, Antonella Versaci, Hocine Bougdah, Natsuko Akagawa, and Nicola Cavalagli (Eds.). Springer International Publishing, Cham, 489–500.
Charlene Jennett, Anna Cox, Samira Dhoparee, Andrew Epps, Tim Tijs, and Alison Walton. 2008. Measuring and Defining the Experience of the Immersion in Games. International Journal of Human-Computer Studies 66 (09 2008), 641–661. https://doi.org/10.1016/j.ijhcs.2008.04.004
Christos Kyrlitsias, Maria Christofi, Despina Michael-Grigoriou, Domna Banakou, and Andri Ioannou. 2020. A Virtual Tour of a Hardly Accessible Archaeological Site: The Effect of Immersive Virtual Reality on User Experience, Learning and Attitude Change. Frontiers in Computer Science 2 (2020), 23. https://doi.org/10.3389/fcomp.2020.00023
Christos Kyrlitsias, Maria Christofi, Despina Michael-Grigoriou, Domna Banakou, and Andri Ioannou. 2020. A virtual tour of a hardly accessible archaeological site: The effect of immersive virtual reality on user experience, learning and attitude change. Frontiers in Computer Science 2 (2020), 23. https://doi.org/10.3389/fcomp.2020.00023
Walter Leite, Marilla Svinicki, and Yuying Shi. 2010. Attempted Validation of the Scores of the VARK: Learning Styles Inventory With Multitrait–Multimethod Confirmatory Factor Analysis Models. Educational and Psychological Measurement - EDUC PSYCHOL MEAS 70 (04 2010), 323–339. https://doi.org/10.1177/0013164409344507
Fernando Loizides, Alexios El Kater, Constantinos Terlikas, Andreas Lanitis, and Despina Michael. 2014. Presenting cypriot cultural heritage in virtual reality: A user evaluation. In Digital Heritage. Progress in Cultural Heritage: Documentation, Preservation, and Protection: 5th International Conference, EuroMed 2014, Limassol, Cyprus, November 3-8, 2014. Proceedings 5. Springer, Springer International Publishing, Limassol, Cyprus, 572–579.
Asmaa Marzouk, Azza Maher, and Toka Mahrous. 2019. The influence of augmented reality and virtual reality combinations on tourist experience. Journal of the Faculty of Tourism and Hotels-University of Sadat City 3, 2 (2019), 1–19.
Despina Michael, Nectarios Pelekanos, Isabelle Chrysanthou, Panagiotis Zaharias, Loukia L Hadjigavriel, and Yiorgos Chrysanthou. 2010. Comparative study of interactive systems in a museum. In Digital Heritage: Third International Conference, EuroMed 2010, Lemessos, Cyprus, November 8-13, 2010. Proceedings 3. Springer, Springer Berlin Heidelberg, Lemessos, Cyprus, 250–261.
Michela Ott, Bert De Smedt, Paul Howard-Jones, and Theo Leeuwen. 2014. The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning. Learning, Media and Technology 40 (05 2014). https://doi.org/10.1080/17439884.2014.919321
Michela Ott and Francesca Pozzi. 2008. ICT and Cultural Heritage Education: Which Added Value?. In Proceedings of the 1st World Summit on The Knowledge Society: Emerging Technologies and Information Systems for the Knowledge Society (Athens, Greece) (WSKS ’08). Springer-Verlag, Berlin, Heidelberg, 131–138. https://doi.org/10.1007/978-3-540-87781-3_15
Michela Ott and Mauro Tavella. 2009. A contribution to the understanding of what makes young students genuinely engaged in computer-based learning tasks. Procedia - Social and Behavioral Sciences 1 (12 2009), 184–188. https://doi.org/10.1016/j.sbspro.2009.01.034
Lawali Rabiu and Anuar Ahmad. 2023. Unmanned Aerial Vehicle Photogrammetric Products Accuracy Assessment: a Review. The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLVIII- 4/W6-2022 (2023), 279–288. [link].
MLL Reiss, RS Da Rocha, RS Ferraz, VC Cruz, LQ Morador, MK Yamawaki, ELS Rodrigues, JO Cole, and W Mezzomo. 2016. Data integration acquired from micro-UAV and terrestrial laser scanner for the 3D mapping of Jesuit ruins of São Miguel das Missões. The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences 41 (2016), 315–321. https://doi.org/10.5194/isprs-archives-XLI-B5-315-2016
G.G. Robertson, Stuart Card, and Jock Mackinlay. 1993. Three views of virtual reality: nonimmersive virtual reality. Computer 26 (03 1993), 81. https://doi.org/10.1109/2.192002
Giovanni Rocha. 2022. Sketchfab - The best 3D viewer on the web. [link]. (Accessed on 07/21/2023).
Maria Roussou. 2004. Learning by doing and learning through play: An exploration of interactivity in virtual environments for children. Computers in Entertainment 2 (01 2004), 10. https://doi.org/10.1145/973801.973818
Jeaniny Silva SANTOS. 2022. Patrimônio Cultural de São Miguel das Missões: Um espaço de experiências educativas (1983-1992). Aedos 13 (jan-jun 2022), 252–265.
Anastasios Theodoropoulos and Angeliki Antoniou. 2022. VR Games in Cultural Heritage: A Systematic Review of the Emerging Fields of Virtual Reality and Culture Games. Applied Sciences 12, 17 (2022), 8476. https://doi.org/10.3390/app12178476
Laia Pujol Tost and Maria Economou. 2009. Worth a thousand words? The usefulness of immersive virtual reality for learning in cultural heritage settings. International Journal of Architectural Computing 7, 1 (2009), 157–176. https://doi.org/10.1260/147807709788549367
Lafoto UFRGS. 2017. Sketchfab - The best 3D viewer on the web. [link]. (Accessed on 07/21/2023).
Maja Wrzesien and Mariano Alcañiz Raya. 2010. Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the EJunior project. Computers & Education 55, 1 (2010), 178–187. https://doi.org/10.1016/j.compedu.2010.01.003
Publicado
06/11/2023
Como Citar
SCALCO, Leonardo; SANT'ANNA, Manoela Lencino; DE ALMEIDA, Gustavo Corrêa; MARTINS JR., Renato da Veiga; DE SOUZA, Vinícius Costa.
A Comparative User Study of Two Virtual Tour Strategies at the Ruins of São Miguel das Missões. In: SIMPÓSIO DE REALIDADE VIRTUAL E AUMENTADA (SVR), 25. , 2023, Rio Grande/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 141–148.
