Abstract

This paper presents an educational experience in the area of learning about Art History, in particular, about the Greco-Roman period, using an innovative resource that is available due to current technology: the virtual visit. This resource allows students to experience immersion in the reconstruction of classic monuments that have deteriorated with time. The combination of current images with this type of virtual visit provides greater ease for understanding the monuments and their function in antiquity, and it is converted into an important motivating factor in the study of this artistic period. The experience has been carried out with 1st year ESO (compulsory secondary education) and 2nd year A-level students, focusing on close context heritage elements, such as the monuments of Mérida or Évora. The results obtained show an increase in the students’ interest in this artistic period due to their greater ability to understand the monuments they are studying.

Highlights

  • The importance of the use of historical and cultural heritage is supported by numerous studiesThis underlines the possibilities that heritage resources offer for the acquisition of competencies in the field of Social Sciences [1,2]

  • If you concentrate on the subject of Art History, this element is even more important, as artistic heritage becomes this subject in the typical material objective of study and as a complement, which happens in other Social Science subjects

  • Everything that has been explained until now serves to knock down the importance that the current study of historical heritage has for the acquisition of abilities in the field of Social Sciences

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Summary

Introduction

The importance of the use of historical and cultural heritage is supported by numerous studies. As it appears in the scientific literature referenced, the use of heritage in the processes of teaching and learning presents many difficulties [4,5]. In order to face this difficulty, a tool that is really proving to be useful is the use of the so-called emerging technologies [6], which allow a vision of the heritage, combining the remaining elements with those that have already deteriorated or disappeared but can be technologically reconstructed In this sense, the use of virtual images is being implemented, which allows the possibility of knowing historical heritage, in its current state and in its original state, offering interesting educational applications, for example, in the knowledge of museum contents [7]. The hypothesis about what forms this experience is that the combination of both types of getting closer to the heritage provides a better understanding of their technical characteristics, a better understanding of the function of the said heritage in antiquity, and a better ability to empathise with the heritage by the student

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