Digital technologies have been widely adopted in the Cultural Heritage sector over the past few decades. Many museums, galleries, historic sites, and other cultural institutions now host multimedia exhibitions or temporary installations in which technology plays a significant role in shaping the visitor experience. Among these, Extended Reality (XR) technologies, including Virtual Reality (VR) and Augmented Reality (AR), have been extensively applied and studied. Spatial Augmented Reality (SAR), a branch of AR, has also become increasingly present in cultural contexts; however, the academic literature still lacks a comprehensive and systematic review of studies addressing its use. Furthermore, various methods of inquiry and evaluation have been employed to assess SAR applications in cultural institutions, both from the perspective of visitors and from that of cultural practitioners and stakeholders. This scoping review, conducted in accordance with the PRISMA guidelines, collected a total of 47 papers that introduce the academic perspectives on SAR in the cultural domain. It reports its definitions, applications, documented benefits, and the different evaluation approaches identified in the literature. Through a snowball sampling methodology, the collection has been expanded to include 33 additional studies. After the screening process, the authors reviewed 34 papers, presenting the gaps identified in the literature and outlining suggested directions for future research.

The integration of VR within educational contexts presents various learning advantages, as resulting from literature. The following paper delineates the procedural steps undertaken by METID Learning Innovation Task Force within Politecnico di Milano university to conceptualize and establish Virtual Reality Laboratories, fostering active engagement of professors, tutors, and students with this emergent technology during instructional sessions. The paper elucidates the process and optimal methodologies for organizing and administering VR lessons, drawing from the accumulated experience gained through the utilization of these Laboratories over a span of two years.The establishment of these VR Labs provided an opportunity to create an experimental environment wherein professors and students could engage with lesson content in an advanced manner through VR technology. While a more comprehensive study is needed on the matter, the majority of students, based on post-classroom questionnaires, expressed a desire to repeat a similar activity in other classes.

A university orientation course, "Basics and Principles of Rapid Prototyping in 3D Printing", was conducted for 137 prospective students. The primary objective was to introduce them to the Design discipline by teaching them fundamental concepts and practical skills in 3D printing. This technology was ideal for combining technical constraints with creative stimulation, guiding students through their first design process. The course featured hands-on activities where students worked on redesigning objects while learning essential skills like object dimensioning, sketching, 3D modelling, printing, and post-production. A learning-by-doing approach was employed, blending interactive lectures with practical exercises, yielding positive student learning assessment results. Student progress was assessed using a Retrospective Pre-test methodology for a subset of available participants. By the end of the three-day course, all students demonstrated the ability to conceptualise and materialise design proposals, create 3D models, and operate 3D printers to produce tangible objects.