# 3D Reconstruction of Cultural Heritage Sites as an Educational Approach. The Sanctuary of Delphi
## 5 Results and Discussion  
The knowledge assessment results were very satisfactory. The rating was from 0 to 20, with one point per question. The average grade was 16.5 and 75 of the 112 students (67%) had a score of 17-20. The chart below (Figure 6) presents the score distribution of the students. Although they explored the environment and studied the educational material without any help from a tutor, the average scores were quite high. The second questionnaire was the assessment by the students of the educational approach used in the virtual tour, and their suggestions for better practices for the educational software used in the research. Figure 6: Score distribution of all students who participated in the survey. As far as the use of educational software is concerned, we noticed that very few students had difficulties installing and running the environment due to older PCs. Most students, however, did not encounter problems in exploring and finding information, and all students completed the virtual tour. Some minor problems mentioned in the interviews concerned 3D navigation difficulties in turns and crossroads. The Temple of Apollo, which was the largest 3D model, was obviously of the greatest archaeological interest. It was important that most students found the virtual tour impressive and the liked the information posted along the route. Of all the students, only 17% (19 students) had used similar software during their studies. Such educational software according to the students' views are useful for almost all courses of Archaeology, and the quantity of information has been characterized as satisfactory. Of course, it is not clear whether the satisfaction of the students is at the same level as the tutors. Knowledge evaluation questions in the students' opinion were moderate to easy, and some very easy. This is also confirmed by the scores received. This was not an issue, because by enhancing the information file and by asking additional resources, the level can be increased whenever necessary. It was important that all students responded that they gained more knowledge after using the educational software as this was the main goal. Of course, some knowledge about the archaeological site, the architectural elements of the buildings, may have existed. An interesting feature of the educational approach was the ability to pose new questions during the exploration. The goal was to interact with the tutor for information not provided in the software and to continually enrich the information base with answers as students make questions. Students responded positively about the usefulness of this approach, although many did not use it, while just few (5) called it indifferent. All students confirmed the contribution of 3D space to acquiring knowledge and gave us reasons for which this is happening, although they were not asked. _\"It clearly contributes to the acquisition of knowledge as the student acquires through the 3D representation a better and more enriched image for the archaeological site. Additionally, it is not tiring to browse or read short texts that exist in this space because knowledge is acquired using several media (image, video, 3D)\"._  
_\"It is an interesting point of view on how to acquire knowledge and it is a challenge in my opinion for everyone even with virtual tour, to explore the archaeological sites in their natural dimensions\"._  
_\"If the software had only pictures and information and did not have a 3D tour, it would be very boring. That almost true virtual tour was a great motivation for me to do this tour\"._  
Equally positive were the responses to the contribution of 3D reconstructed buildings to knowledge. _\"Yes. Many buildings and monuments are totally damaged. With their reconstruction they are given a full view of the site and this is wonderful because you see the antiquity to come alive while our ignorance of their construction and decoration dissolves.