Rome Reborn

Frischer, Bernard; Abernathy, Dean; Guidi, Gabriele; Myers, J.Arthur; Thibodeau, Cassie; Salvemini, Antonio; Müller, Pascal; Hofstee, Peter; Minor, Barry

doi:10.1145/1401615.1401649

Cited by 29 publications

(9 citation statements)

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“…They divide the domain in three areas: prototypes and demonstrators, virtual museums, and commercial historical games. In the first area, they highlight the Rome Reborn Project, which aims at producing a high-resolution version of Rome in 320 AD [Frischer et al 2008]; the Ancient Pompei project [Maim et al 2007], which simulates a crowd of Romans, who behave realistically, in a district of Pompeii; and the Parthenon Project [Stumpfel et al 2003], which built a virtual version of the Parthenon and its sculptural elements. Virtual museums include the Virtual Egyptian Temple game [Jacobson and Holden 2005], set in a hypothetical temple depicted with all its key features; a set of games associated with the Olympic Games by the Foundation of the Hellenic World, which provides the possibility of visiting several historical sites within gameplay [Gaitatzes et al 2004]; and the Priory Undercrofts SG, based on a reconstruction of the Benedictine monastery in Coventry (UK), which relies on the work of archeologists; and finally, commercial historical games including History Line 1914-1918 (the pioneer work, dating from 1992); Great Battles of Rome (3D tactical simulation); and the popular Total War.…”

Section: Related Workmentioning

confidence: 99%

A serious game model for cultural heritage

Bellotti

Berta

Gloria

et al. 2012

J. Comput. Cult. Herit.

124

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Serious games present a promising opportunity for learning, but the genre still lacks methodologies and tools for efficient and low-cost production, particularly for teacher and domain experts. This article gives an authoring framework that aims to provide structured support, from content design to final implementation. In particular, we have abstracted a conceptual model-the SandBox Serious Game -which relies on a generalization of task-based learning theory. The model invites players to perform cognitive tasks contextually while exploring information-rich virtual environments. We consider it particularly suited for cultural heritage entertainment applications. The model defines games that are set in realistic virtual worlds enriched with embedded educational tasks, which we have implemented as minigames. This approach simplifies the authoring work, which can easily be supported by visual authoring tools for ontology-based urban 3D modeling and implementation tasks, thus allowing an approach similar to the mind-maps concept. We propose a top-down methodology for content preparation, starting from a citylevel analysis down to the single points of interest and associated tasks, which are instances of simple predefined minigame/quiz typologies. We provide examples and discuss criteria for selecting task typologies according to the authors' cognitive targets. Finally, we discuss the results of a user test, which took place in a lab, aimed at verifying the acquisition of cultural heritage knowledge in a pleasant and engaging way. Games appear particularly suited for supporting the study of images, especially of iconography. Compared to reading text, a game forces the player to focus more strongly on problems, which favors knowledge acquisition and retention. Learning complex concepts requires an investigative attitude, which can be spurred by well-designed games. Good design involves usability, graphic appeal, appropriate content, and the presence of connections which a player must discover in the content. Players should be asked to pay attention to and reason about their whole game activity -including the relationships between the game content, the brief introduction, and concluding texts. More comprehensive tests are needed to better investigate the educational effectiveness-however, the first results are promising, especially in terms of user motivation and creation of new opportunities for learning about CH.

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Section: Related Workmentioning

confidence: 99%

A serious game model for cultural heritage

Bellotti

Berta

Gloria

et al. 2012

J. Comput. Cult. Herit.

124

View full text Add to dashboard Cite

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“…There are numerous examples of virtual reconstructions of different historical sites from all around the world [24,40,22,28,23,37,25,35]. Another type of promotion and preservation of cultural heritage is the creation of virtual museums [9,8,7,6,3,2,13,14,16,15,18,17,12,11,10].…”

Section: Virtual Reconstruction Of Cultural Heritagementioning

confidence: 99%

Story Guided Virtual Environments in Educational Applications

Hulusić

Rizvić

2013

Transactions on Edutainment IX

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Abstract. Over the last few years we have witnessed a rapid development and popularisation of serious gaming. This field is becoming approved in not only education, science, medicine, religion or engineering, but also in the area of cultural heritage through serious heritage games. This can be utilised for virtual reconstructions and virtual museums and possibly used for education in the form of edutainment, comprising various techniques, such as storytelling, visual expression of information, interactivity and entertainment [19]. This paper demonstrates a new concept of using story guided virtual environments for cultural heritage virtual reconstruction, with live virtual guides in an interactive Flash format. First we compare the implementations of the same environments in x3D and Flash and then we extend the project with digital storytelling, where a user is guided through the whole application using both narrative, non-interactive, movie-like elements and interactive exploration of the virtual environment. The introduced results can be easily adopted for serious games development.

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“…Recreating objects through experimental archaeology techniques can build a library of physically objects (from human interpretation) that can be laser scanned as well. Rome Reborn 1.0 [FAG*08] is an example of this. Procedural content and manual 3D modelling also allow for content acquisition through content generation.…”

Section: Implementation Comparisonmentioning

confidence: 99%

Cultural Heritage Predictive Rendering

Happa

Bashford-Rogers

Wilkie

et al. 2012

Computer Graphics Forum

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High‐fidelity rendering can be used to investigate Cultural Heritage (CH) sites in a scientifically rigorous manner. However, a high degree of realism in the reconstruction of a CH site can be misleading insofar as it can be seen to imply a high degree of certainty about the displayed scene—which is frequently not the case, especially when investigating the past. So far, little effort has gone into adapting and formulating a Predictive Rendering pipeline for CH research applications. In this paper, we first discuss the goals and the workflow of CH reconstructions in general, as well as those of traditional Predictive Rendering. Based on this, we then propose a research framework for CH research, which we refer to as ‘Cultural Heritage Predictive Rendering’ (CHPR). This is an extension to Predictive Rendering that introduces a temporal component and addresses uncertainty that is important for the scene’s historical interpretation. To demonstrate these concepts, two example case studies are detailed.

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Rome Reborn

Cited by 29 publications

References 0 publications

A serious game model for cultural heritage

A serious game model for cultural heritage

Story Guided Virtual Environments in Educational Applications

Cultural Heritage Predictive Rendering

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