Digitising Delphi: A Case Study in Virtual Reality Pedagogy

Abstract

The recent pandemic has accelerated the investment in and development of remote, online and virtual instruction methods. This paper presents a personal case study of one such shift — from an in-person course in which honours students wrote a traditional essay, to a remote course in which the same group engaged in the 3D virtual reconstruction of an archaeological site: the Panhellenic sanctuary of classical Delphi. The goal of this project was to provide students with an active role in the reconstruction of an ancient site and provide an immersive experience for exploring a key religious site in the ancient Greek world. Along the way, students would develop a greater degree of digital literacy and learn the basics of 3D modelling, which may be of use outside the field. Based on the feedback from the students, results of the project were mixed. Students who purchased VR headsets thought the experience was immersive and a “cool” way to learn about antiquity, but those who participated through the Engage VR desktop client were less keen on the project. Moreover, even students who used the headsets suggested that more frequent use would have improved their engagement and their learning outcomes. The 3D modelling portion of the project received similarly mixed outcomes due to the steep learning curve. Overall, this project highlights several strengths and specific weaknesses of employing VR as a pedagogical tool for history and archaeology.