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.

This paper presents the results of the ARDION project, an AI-supported extended reality (XR) platform designed to enhance the visitor experience at the archaeological site of Ancient Dodona through gamified augmented reality (AR), geolocation technologies, and participatory storytelling. Framed within current trends in digital heritage and experiential learning, ARDION introduces a fully operational system that empowers experts, educators, and citizens to co-create personalized mobile guides using an intuitive, web-based platform. These guides offer immersive, multilingual content tailored to the diverse needs and preferences of visitors. The project’s theoretical framework draws from location-based AR, human-centered gamification principles, and adaptive narrative design. Following a user-driven development methodology, ARDION has been validated through summer camps, focus groups, and participatory prototyping. A key innovation is the integration of artificial intelligence (AI) to support the narrative-creation process: users are assisted by AI agents in drafting stories, refining content, suggesting narrative elements, and generating visual emblems based on contextual metadata. The paper discusses implications for digital heritage professionals, educators, and cultural site managers, highlighting the potential of such tools to foster engagement, learning, and inclusive access to cultural storytelling.