USING 3D REPLICATION TECHNOLOGY IN PREPARING DIDACTIC AID SETS IN THE AREA OF CULTURAL HERITAGE

The presented work describes a combined application of gamification methods and 3D techniques in imparting knowledge to children in the field of elementary archeology. The main objective is to enable children to participate in the process of acquiring and reconstructing the appearance of historical vessels from found fragments.

The authors created copies of actual fragments of historic pottery objects, using successive stages of scanning and 3D printing: acquisition of point clouds of the fragments by laser scanning, generation of 3D meshes of surface models (including error correction), conversion of the model into a format suitable for 3D printing and printing a fragment. During the phase of generation of 3D meshes attempts were also made to optimise the desired density of the point cloud in order to obtain a proper printout relative to the nominal density acquired during the scan. Such optimisation helped reduce the time-consuming processing of objects at successive stages, as well as the excessive density of the resulting mesh. The series of objects were printed in several copies, allowing for their use during the competition of groups of children. Depending on the test series, support was also introduced in the form of printed ornamentation situated on the outer surfaces of the printed objects.

The acquired objects, corresponding to the shape of the original fragments of historic vessels were used at the next stage of the realisation of the didactic project without fear of damage to the valuable exhibits. Through the use of gamification methods, the experiment was intended to interest 6-10 year-old children in the effects of work on archaeological sites and their further studies. The children’s task was the excavation, completion and assembly of the vessel from the printed pieces, easily gluing them with biodegradable glue of plant origin, which allowed for repeated use of the teaching aids and problem-free adjustment of incorrect matches.

In the first phase, children were able to see a virtual image of a jug on a computer monitor. The investigator explained to the children the technology of making such a vessel. The basic principles of working at a site have also been explained. In the second phase the children put the actual elements together, working individually and in teams with identical sets of fragments. The pieces were first to be obtained from an artificially created archaeological site. In this way elements of gamification and competition were introduced, such as rivalry for locating a larger number of elements in a shorter time or faster restoration of the proper appearance of the vessel.

In the course of the study the time of reconstructing the vessel was measured and the following aspects of the children’s behaviour were assessed: the level of interest during the operations performed, the activity of individual children in teamwork and the degree of boredom by the actions carried out. The results of the study allow to conclude that the proposed form of gamification in the field of archeology met with a positive response from the children and can successfully be used in interactive museum exhibitions. The form of such play, simulating participation in excavation works and reconstruction of historic objects would be an attractive form of presentation of knowledge in the area of cultural heritage.