The aim of this work is to highlight the possibilities of using VR applications in the informal learning process. This is attempted through the development of virtual reality cultural applications for historical monuments. For this purpose, the theoretical framework of virtual and augmented reality techniques is presented, developing as a showcase of the virtual environment of the historical bridge of Arta, in Greece. The bridge model is created through 3D software, which is then imported into virtual world environment by employing the Unity engine. The main objective of the research is the technical and empirical evaluation of the VR application by specialists, in comparison with the real environment of the monument. Accordingly, the use of the application in the learning process is evaluated by high school students. Using the conclusions of the evaluation, the environment will be enriched with multimedia elements and the application will be evaluated by secondary school students as a learning experience and process, using electroencephalography (EEG). The recording and analysis of research results can be generalized and lead to safe conclusions for the use of similar applications in the field of culture and learning.

This paper presents a dataset collected through a visitor questionnaire survey conducted at the Archaeological Site of Ancient Dodona, Greece, a large-scale, spatially complex open-air archaeological site. The dataset documents visitors’ experiences, perceptions, and information needs, as well as their attitudes toward the use of digital technologies for heritage interpretation and engagement. The questionnaire was administered in printed form to adult visitors at the entrance and exit of the archaeological site. A total of 99 valid responses were collected. The dataset includes information on visitor demographics, visit characteristics, perceptions of existing interpretive material, spatial behavior within the site, and attitudes toward digital applications such as augmented reality, digital storytelling, and interactive tools. All data are fully anonymized and contain no personally identifiable or sensitive information. The dataset supports research in the fields of visitor studies, cultural heritage interpretation, digital heritage, and cultural tourism, and may be reused for comparative studies or for the design and evaluation of digital mediation applications in archaeological contexts. The dataset enables cross-tabulation analyses exploring associations between visitor characteristics and attitudes toward digital mediation, thereby supporting visitor segmentation and the evidence-based development of digital interpretation strategies in archaeological contexts.

Digital technologies for storing, processing, and extracting knowledge from data have significantly influenced educational institutions, leading to the adoption, evaluation, and adaptation of new learning models. This data descriptor presents a dataset collected from junior high school students during Computer Science lessons focused on creating geometric constructions using the Scratch visual programming environment. The dataset includes 56 recorded student files consisting mainly of student feedback collected after using gamification through digital quizzes for evaluation and self-assessment, addressing psychological aspects, motivation, participation, and collaboration. The dataset presents a balanced distribution in terms of respondent characteristics and will be of interest to researchers involved in the application of gamification elements in the learning process, researchers studying comprehensive education programs, and teachers interested in innovative teaching practices in their subjects.