# 3D Heritage Artefacts in Education--Enhancing Attractiveness of Computer Graphics Curriculum
## 4 Results
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline  & **Year** & **n** & **Mean** & \multicolumn{2}{c}{**Median (Q1; Q3)**} \\ \hline  & & & **Lab** & **Lecture** & **Lab** & **Lecture** \\ \hline \multirow{3}{*}{Before CH} & 2018 & 179 & 4.33 & 4.14 & 4.5 (4.0; 5.0) & 4.5 (3.5; 5.0) \\  & 2019 & 188 & 4.05 & 3.98 & 4.0 (3.5; 4.5) & 4.5 (3.5; 4.5) \\ \cline{2-6}  & Total & 367 & 4.18 & 4.06 & 4.5 (4.0; 4.5) & 4.5 (3.5; 4.5) \\ \hline \multirow{3}{*}{COVID-19} & 2020 & 206 & 4.22 & 4.08 & 4.5 (4.0; 5.0) & 4.5 (3.5; 5.0) \\  & 2021 & 234 * & 4.35 & 4.17 & 4.5 (4.0; 5.0) & 4.0 (3.5; 5.0) \\ \cline{2-6}  & Total & 440 ** & 4.29 & 4.13 & 4.5 (4.0; 5.0) & 4.5 (3.5; 5.0) \\ \hline \multirow{3}{*}{After CH} & 2022 & 285 & 4.49 & 4.52 & 4.5 (4.0; 5.0) & 4.5 (4.5; 5.0) \\  & 2023 & 185 & 4.61 & 4.57 & 5.0 (4.5; 5.0) & 4.5 (4.5; 5.0) \\ \cline{1-1}  & 2024 & 245 & 4.48 & 4.45 & 4.5 (4.0; 5.0) & 4.5 (4.0; 5.0) \\ \cline{1-1} \cline{2-6}  & Total & 715 & 4.52 & 4.51 & 4.5 (4.5; 5.0) & 4.5 (4.5; 5.0) \\ \hline \hline \end{tabular}
* 232 people were assessed from the lecture this year. ** 438 people were assessed from the lecture during the \"COVID-19\" period.  
\end{table} 
Table 2: Descriptive statistics of grades. \begin{table}
\begin{tabular}{c c c c} \hline \hline  & **Year** & **Rho** & \(p\)**-Value** \\ \hline \multirow{3}{*}{Before CH} & 2018 & 0.89 & \(<\)0.001 \\  & 2019 & 0.81 & \(<\)0.001 \\ \cline{2-4}  & Total & 0.84 & \(<\)0.001 \\ \hline \multirow{3}{*}{COVID-19} & 2020 & 0.89 & \(<\)0.001 \\  & 2021 & 0.91 & \(<\)0.001 \\ \cline{2-4}  & Total & 0.9 & \(<\)0.001 \\ \hline \multirow{3}{*}{After CH} & 2022 & 0.98 & \(<\)0.001 \\  & 2023 & 0.85 & \(<\)0.001 \\ \cline{1-1}  & 2024 & 0.95 & \(<\)0.001 \\ \cline{1-1} \cline{2-4}  & Total & 0.94 & \(<\)0.001 \\ \hline Total & 2018–2024 & 0.92 & \(<\)0.001 \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Correlation between exam and assessment grades in individual years and in periods. Assessment grades were analyzed in a similar way to exam grades. The null hypothesis stated that there are no differences in assessment grades between all periods. Figure 6 shows statistically significant differences (Kruskal-Wallis test, \(p<0.001\)) in assessment grades depending on whether the grade was given in a particular period. The post-hoc [PERSON]'s test (the null hypothesis stated that there are no differences in assessment grades between the two compared periods) showed significant differences between all groups. Namely, significant differences in assessment grades were found between the \"Before CH\" and \"COVID-19\" periods (\(p<0.001\)) and between the \"COVID-19\" and \"After CH\" periods (\(p<0.001\)). The periods \"Before CH\" and \"After CH\" also differed significantly (\(p<0.001\)). Analysis of the [PERSON]'s test results and data distribution showed that assessment grades given during the \"COVID-19\" period were better than \"Before CH\" and worse compared to \"After CH\". Before introducing cultural heritage elements into the course, 75% of students received a grade of 4.5 or less. During the pandemic, half of the students received a grade of 4.5 or more, with the top 25% receiving a grade of 5. In the last period, 75% of students received a grade of 4.5 or more. The pattern was similar for both labs and lectures (see Figures 5 and 6). Figure 4: Spearman correlation coefficient values in individual years. Figure 5: Distribution of exam grades divided into periods. Table 4 (respectively Table 5) contains the number and percentage of students failing the first attempt to pass laboratory classes (respectively lectures). The hypothesis that there is no relationship between failing the first attempt to pass laboratory classes and the period in which the assessment was carried out was tested. After performing the chi-squared test, there was no significant relationship between the percentage of people failing the first attempt and the period in which the assessment was carried out in the case of assessment grades (\(p\) = 0.178).