# 3D Reconstruction of Cultural Heritage Sites as an Educational Approach. The Sanctuary of Delphi
## 2 Theoretical Background and Related Work  
Prior to some related virtual archaeology applications, the works are usually discussed along with a theoretical framework. This tendency is worthy of modelling the methodology and learning outcomes and marketing, yet in practical terms following the traditional method (theory and experience) coupled with new technology has a desirable result. [PERSON] et al. (2003) [34] introduced the \"paradigm funnel\" as a research tool and suggested how it could be used to produce enlightened analysis of complex literatures. They explore the use of classical [PERSON]'s (1962) [35] notion of a paradigm that focused on understanding the historical evolution of the natural sciences. Social sciences arguments of the paradigm--which may correspond to our chosen application--do not apply to our model [36], because any decision to reject one paradigm case study is always simultaneously the decision to accept another, and the judgment leading to that decision involves the comparison of both paradigms with nature and with each other [35]. The introduction of four levels of learning through the core assumptions, the analysis, the theory, and the empirical result (the notion of \"paradigm funnel\") in our case corresponds to the assumed efficiency of the learning model, the inquisitiveness to reach the correct answers, the ITC tools developed and the virtual observation. On the other hand, according to the Mindtools theory (computer-based tools designed to promote higher-order, critical thinking), educational software must function as a tool for senior school students and further to university students, in order for them to develop critical thinking and acquire high level knowledge and skills [37; 38]. Educational technology, or edtech, has revolutionized the classroom by improving learning efficiency and efficacy. Used wisely, edtech strategies help students develop vital critical thinking skills, and can change the paradigms of education. There are several specific ways in which classroom tech can help students develop their critical thinking. A lesson plan making the most of edtech strategies might include a video lecture, a discussion on a virtual forum, and even an educational computer game. Teachers' questions to the class can help students develop their critical thinking skills by making them defend their answers. Online learning platforms like interactive Blackboard and Moodle are great for this because they allow instant grading of tests and quizzes. A paradigm of an archaeology-archaeometry exam can become a learning experience when the software corrects students as they go. This makes students more likely to remember correct answers and encourages them to study harder next time. In-class debates are excellent critical thinking exercises in lieu of traditional classrooms. With the educational technology using available software, teachers can get every student involved in the discussion by requiring them to follow (and learn) a designed procedure to get the right answer and know the use of buttons, use of every step in the virtual class. The process is more efficient, and students can repeat their learning journey; they absorb the essence of the value and meaning of algorithms and the archaeological part of the exercise. Archaeology has already taken advantage of the continuous evolution of digital technologies in various ways. The use of ICT and Virtual Reality techniques in the field of Archaeology is generally termed Virtual Archaeology [39]. Archaeological sites, monuments and artefacts can be digitized in 3D, reconstructions can be created and presented using Virtual Reality techniques and the digitized content can be enriched with additional elements (e.g., virtual characters) and information which users can explore and interact with in real time.