This paper describes the work undertaken as part of the ‘Digital Documentation of Ksar Said’ Project. This project, funded by the British Council, combined education, history, and heritage for the digital preservation of tangible and intangible aspects of heritage associated with the 19^th century Said Palace (Ksar Said) in Tunis. We produced an interactive 3D model of Ksar Said and developed learning resources to build Tunisian students’ critical engagement with their heritage through inquiry learning activities within the 3D model. We used a user-centred approach, based on pre-assessment (i.e., co-creation of contents), mid-term evaluation (i.e., feedback on contents and preliminary design of virtual activities), and post-assessment design (i.e., user trial). Our results demonstrate the potential of this novel approach to virtual learning and inform future co-design, evaluation and implementation choices for improving the generative power of three dimensional virtual replication of heritage sites in the cultural heritage sector.

In this paper, we present two experiments designed to compare 2D digital pictures and 3D digital replicas of artifacts, to understand how differently these media facilitate the perception and understanding of our past. Archeologists and museum experts have commonly used 2D digital pictures to preserve and study artifacts. Recently, these scholars have also started to use 3D digital archives for their studies. Yet, we still need to determine how these two formats (2D vs. 3D) affect the perception of our past. Results of our experiments point to 3D digital replicas of artifacts as more effective means to digitally preserve tangible cultural heritage, since 3D multi-visualization augments the perception of physical characteristics of the artifacts allowing a more embodied experience with these objects. Our experiments also suggest that multi-visualization (i.e., point-cloud, mesh, and color information) helps the viewers to overcome their personal conceptualization of specific objects.