# Ludic and Didactic Paths in a Cultural Heritage Building: Prototype of a Learning System

Sandro Varano, Tristan Truchot, Jean-Claude Bignon

<figure><img src="image_1.png" /></figure>

## To cite this version:

Sandro Varano, Tristan Truchot, Jean-Claude Bignon. Ludic and Didactic Paths in a Cultural Heritage Building: Prototype of a Learning System. eCAADe 2009: Computation: The New Realm of Architectural Design, Sep 2009, Istanbul, Turkey. pp.631-638, 10.52842/conf.ecaade.2009.631. hal-05209702

HAL Id: hal-05209702

https://hal.science/hal-05209702v1

Submitted on 15 Aug 2025

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

<figure><img src="image_2.png" /></figure>

Distributed under a Creative Commons Attribution 4.0 International License
# Ludic and Didactic Paths in a Cultural Heritage Building

## Prototype of a Learning System

Sandro Varano<fnref n="1" />, Tristan Truchot<fnref n="2" />, Jean-Claude Bignon³

http://crai.archi.fr

**Abstract:** This article proposes a conception method of ludic and didactic paths improving the acquisition of knowledge of archaeological and architectural heritage. In order to have an idea of a monument, the learner is guided and motivated following strategic paths during the 3D exploration and developing a memory map during the creation of knowledge. A prototype is realized and presented in order to see how this learning system guides the reasoning of the learner and can improve the acquisition of knowledge. We chose the Cheops Pyramid to Gizeh to illustrate our work.

**Keywords:** Learning system; archaeology and architecture; 3D navigation; strategic path; memory map.

## Introduction

Experiments in communication of archaeological and architectural heritage are increasing. Thanks to the attractions of multimedia, namely interactivity and multimodality, it seems that web sites and CD-ROMs have the capacity to transmit heritage information to the public. But ultimately they miss real cognitive or educational purposes.

This research work consists of proposing a new 3D navigation mode based on strategic paths as an aid in the understanding of cultural heritage. To use this work in a very instructive way, we intend to increase the cognitive efficiency that develops between this system and a non-expert learner.

During the real time movement in a monument, the learner performs two activities in parallel:

* the exploration of the 3D model,

* the creation of the memory map.

The exploration and creation activities allow us to elaborate a learning system supervising the navigation of the learner: by managing his movements and by taking into account his cognitive capacities. The creation of the memory map is based on the structure of the topographic and cognitive paths.

The realization of the prototype puts in relation the theoretical model with the technical feasibility.

First, we study the difference and correspondence of these two paths mentioned above. Then, we describe the memory map accompanying the learner's exploration. Finally, the prototype will correlate the creation of the memory map with the kind of narrative proposed during the exploration. In our study, we will choose the Great Pyramid of Giza in Egypt.

<footnote n="1">¹Ecole Nationale Supérieure d'Architecture de Strasbourg, France</footnote>

<footnote n="2">²,³Ecole Nationale Supérieure d'Architecture de Nancy, France</footnote>

<footnote n="1">¹varano@crai.archi.fr; ³bignon@crai.archi.fr</footnote>
<figure><img src="image_3.png" /><figcaption>Figure 1
Successive sequences of the path defining a quest</figcaption></figure>

## The strategic paths helping the exploration of a 3D model

### The topographical path

To be able to structure the movements, we introduce the notion of the topographical path by identifying critical points and secondary points in the path and by putting them in concordance. It is necessary to choose in the studied building the interesting critical points according to the message that we want to communicate to the learner.

Each crossing point suggests specific actions that we wish to represent in the topographical path. The crossing points of the path consist of two types of points:

- the information points, defining the information route,

- the knowledge points, defining the knowledge route.

The data on the information route are reinvested in the knowledge points where the learner transforms the information into knowledge. The knowledge point is a critical point structuring the path in sequences.

The successive sequences define a quest. The number of information points in each sequence is defined in relation to the riddle proposed and the number of knowledge points in a quest is defined by

the message (religious, structural aspect, etc.) to be taught (Figure 1).

### The cognitive path

Research and cognitive experiments have shown that the learner must be constantly alerted and motivated to be interested in the studied topic. The acquisition of new knowledge depends on his willingness to achieve the objectives.

To motivate the learner by avoiding a "cognitive overload" (Jacquinot, 1996), we define a ludic aspect of the path in relation to the diversity of spaces that can be visited and in relation to the possible interactions in these spaces by manipulating multimodal information.

We decide to create some extensions of the path in the 3D base model. These spaces voluntarily added, fictitious or depending on the historical context of the building, belong to the information route and hold the clues for solving the riddle at the knowledge point and for moving to the next sequence. The knowledge points would thus be existing spaces in a building to be communicated. The transition between the existing spaces and added spaces is possible by crossing portals.

Imagine a path in the Cheops Pyramid in Egypt. The learner moves in real time in the existing spaces in the monument. By leaving the "Queen's Chamber"
<figure><img src="image_4.png" /></figure>

for example, he could go to an invented virtual space
allowing an interaction between the learner and his
environment:

* logic and mechanism space in reference to the film "Cube" (figure 2),

• reading space: the papyrus of Ani,

- immersion space: the solar bark of Cheops.

The transitions between the existing spaces and
added spaces are possible through “temporal corri-
dors” by passing portals located in the pyramid (fig-
ure 3).

The memory map helping the
construction and memorization of
knowledge

A multimedia notebook

The memory map is a support crossing various graphic and sound representations: it allows the learner to store images, take notes, sketch drawings and play audio or video: multimodal information found during the 3D exploration or created by the learner. Information contained on the map is manipulated. Actions such as moving, connecting, correcting, removing, etc, maintain an interaction between information and the user.

A memory tool

The memory map transmits messages. Its capac-
ity to produce meanings allows the learner to build

his own reasoning. According to Jean Piaget (1970),
knowledge results from the interaction between the
person and the environment, compared to the con-
structivist hypothesis: we appropriate knowledge
that we build ourselves.

The possible links between the information al-
low the learner to create associations between ele-
ments. This process is similar to the mnemonic meth-
od. This activity is a learning process by organizing
information and by encouraging memorization.

Description of the prototype

Choice of tools

Our learning system proposes two different and in-
separable activities. How to maintain a link between
the exploration and creation while these two activi-
ties have a different mode of use and programming
language?

The possible interface between the exploration
of the Cheops Pyramid and the creation of the mem-
ory map will determine the choice of tools.

Thanks to the features integrated into the video
game *Unreal Tournament 3* to communicate online,
it is possible to put in relation its programming
language (*Unreal Script*) with another ordinary lan-
guage: the *Java*. The method consists in using the
Internet protocols: *TCP* and *HTTP*.

<figure><img src="image_5.png" /></figure>
<figure><img src="image_6.png" /></figure>

## Functioning of the system

The application is divided into three distinct parts:

1. The 3D model of the Cheops Pyramid explored with Unreal Engine 3

2. The memory map programmed in Java

3. The database programmed inXml

With the level editor *Unreal Ed 4.0*, the 3D model of the pyramid is added as a supplementary level in the video game *Unreal Tournament 3*. In the manner of *FPS (First Person Shooter)*, the learner can then visit the pyramid with a subjective point of view (figure 4).

Events are added in the new level allowing the learner to interact with his environment. Each event (Trigger_0, Trigger_1, etc.) is controlled by a graphic script composed of a trigger button (Trigger_0 Used, Trigger_1 Used, etc.) and block scripts (Message_Out) with an "id". The id 00_00_0000 refers to

<figure><img src="image_7.png" /><figcaption>Figure 4
Exploration with a subjective point of view in the Cheops Pyramid using Unreal Engine 3 (Epic Games)</figcaption></figure>

the sequence 00, the information point 00 and the event 0000 (figure 5).

When the learner activates the button, the "Message_Out" block sends a message with the *TCP protocol* to the program *Java* updating the memory map.

The *Java* program retrieves all the actions of the learner as an event to view and treat on each page of the memory map. The memory map is displayed in another window on the screen.

Drawing and text tools allow the learner to personalize his map. A particular tool allows the learner to organize and link information resulting from the real time exploration. He can build data required to solve the riddle because each link (between a word and an image for example) has a meaning.

The *Java* program communicates with a database in *Xml*. It contains all information on the events
<figure><img src="image_8.png" /><figcaption>Figure 5
Three events in the “King’s Chamber” and a graphic script in the level editor, Unreal Ed 4.0 (Epic Games)</figcaption></figure>

and references all multimedia files (image, video, sound).

## Use of the system

The screenshot realized by the learner is the first action of the sequence displaying a page of the memory map as a support for future actions. The learner goes in the knowledge space; he takes a photo (a first trigger event). The photo is a new page of the memory map (figure 7).

This page gives indispensable indications to solve the sequence:

* The photo is a background image showing the

name and riddle of the sequence

* A square orange button allows a rapid movement towards the knowledge space

* Information bubbles with connectors indicate the name and number of information spaces to visit in the sequence

The number of connectors indicates the number of multimedia information to be found in the information space. Each connector possesses a name; the connection between the connector and the information is possible with the mouse (figure 8).

Thus, a new data appears on the curve. When all the connectors are plugged, a message related to the information space can be read by the learner.

<figure><img src="image_9.png" /><figcaption>Figure 6
A page of the memory map and the window of the 3D exploration on a double screen</figcaption></figure>

## The resolution process

### Solving riddles

At the stage of knowledge, where the information is converted into data on the memory map, the
<figure><img src="image_10.png" /></figure>

information bubbles are automatically connected if their connectors are plugged. The knowledge specifies the action to be realized in the knowledge space. When the riddle is solved a canopic jar appears on the page and the sequence is finished (figure 9).

<figure><img src="image_11.png" /><figcaption>Figure 7
A new page at the beginning of the sequence B "The Queen's Chamber"</figcaption></figure>

## Solving quests

The resolution of the quest involves the resolution of all the sequences. The pages are added until the end of the quest. The multiplication of the pages requires the consideration of new types of 3D links. If the 2D links on pages help to resolve the riddle, the 3D links help to resolve the quest (Figure 10).

<figure><img src="image_12.png" /><figcaption>Figure 8
A connection between the connector and the information</figcaption></figure>

## Conclusion

The topographical and cognitive paths allow the learner to find his bearings during navigation, from a spatial and cognitive point of view; they also maintain motivation encouraging the learner to participate.

By combining these paths with the memory map, we conceive a real learning structure guiding the reasoning of the learner: the 3D navigation is in an organized system allowing the constant reinvestment of the information into data and then knowledge. Every action has consequences. The memory map helps and validates step by step, the knowledge construction to solve the riddles in the knowledge spaces and finish the quest.

<figure><img src="image_13.png" /><figcaption>Figure 10
Simulation of the memory map at the end of the quest</figcaption></figure>
The realization of the prototype shows some technical or screenplay problems. This prototype will allow us to validate or revise our work. An experiment is planned with students in order to know if this system really improves learning.

## References

- Jacquinot, G.: 1996, Les NTIC: écrans du savoir ou écrans au savoir, in Chevalier Y., dir. « Ateliers 9/1996, Outils multimédias et stratégies d’apprentissage du FLE », Cahiers de la Maison de la recherche, tome 1. Université Charles-de-Gaulle Lille 3, Lille.

- Piaget, J.: 1970, Psychologie et épistémologie, Paris, Denoël, pp. 85.

- Unreal Tournament 3, 2007, Epic Games, Midway Games: http://www.unrealtournament3.com/