This paper presents a review of the most relevant current techniques that deal with hole-filling in 3D models. Contrary to earlier reports, which approach mesh repairing in a sparse and global manner, the objective of this review is twofold. First, a specific and comprehensive review of hole-filling techniques (as a relevant part in the field of mesh repairing) is carried out. We present a brief summary of each technique with attention paid to its algorithmic essence, main contributions and limitations. Second, a solid comparison between 34 methods is established. To do this, we define 19 possible meaningful features and properties that can be found in a generic hole-filling process. Then, we use these features to assess the virtues and deficiencies of the method and to build comparative tables. The purpose of this review is to make a comparative hole-filling state-of-the-art available to researchers, showing pros and cons in a common framework.

When it concerns dissemination, the relationship between cultural heritage and technology has not always been easy. On the one hand, the emotions involved in knowing, enjoying, and feeling a real heritage remain should not be eclipsed by the technological experience. On the other hand, technology cannot be relegated to the point where its use is so superficial as to make it irrelevant. Hence, in the search of good practices in the dissemination of cultural heritage, it is essential that interdisciplinary work teams, composed of humanists and technicians, design new experiences that try to achieve a balance between what must be shown and the way in which it is done. This paper aims to show the potential of augmented reality (AR) for the dissemination of cultural heritage, since it allows the perceiving of real remains while offering virtual reconstructions and complementary information, sounds, images, etc. A bibliometric analysis focusing on its use for the preservation of the memory of vernacular architecture is made. Then, from the understanding and interpretation of the ideas exposed in literature, a decalogue of good practices in the use of AR for architectural heritage is established considering the holistic perspectives that any dissemination initiative must have. These initiatives can attract people to rural areas and contribute to the improvement of their social and economic situation. As an example, a proof of concept of an AR experience is presented at the end of the paper.

In recent years, the teaching and learning of history have been transformed by the incorporation of active methodologies and digital tools. Virtual reality (VR) is one such tool that is being increasingly used in classrooms. It allows students to visit and experience spaces from other historical periods, even those that have been lost. However, due to its relatively slow adoption in formal educational settings, there is still a paucity of scientific references where this type of experience has been empirically tested to prove its potential benefits. Further research on this issue is therefore needed. This study presents a comparative analysis of the didactic use of historical heritage from the Roman period using two different methodological strategies: an educational visit to a museum and a virtual tour via electronic devices. The main objective is to compare the effectiveness of these two methods in terms of usability, learning outcomes, and emotional responses. The study was conducted with 51 primary school teachers in training. Data were collected using two ad hoc questionnaires, which were based on a previous one. A hybrid analysis methodology was adopted, with SPSS used for interpreting the quantitative data and Atlas Ti for the qualitative information. The results indicate that the two methodologies were perceived by future teachers as valuable resources for learning and teaching history. The emotions they evoked were primarily curiosity, joy, and motivation, with only minor occurrences of frustration, nervousness, or fear. The experience gained from this first application will make it possible to extend the study to other educational levels, to enrich the conclusions obtained and to evaluate the potential scope of using this combination of methods to develop historical competences and improve heritage education.