Page 158 - Studia Universitatis Hereditati, vol 13(2) (2025)

ment. Proposals to expand the festival through comprehensive digital heritage infrastructure.
educational, research-oriented, and interpretive The increased accessibility and interactivity of
programmes have been emphasised as a means these digital displays can strengthen the connec-
of strengthening Osor’s role as a year-round ar- tion between heritage and individuals, which
chaeological and cultural site (Čorak 2013, 23). contributes to long-term preservation efforts
In this sense, the Osor Musical Evenings func- (Pleše 2024, 23).
tion not only as a cultural event but as a form of Serious games are designed to combine en-
archaeological mediation, contributing to place tertainment with learning, making them very
branding grounded in the past and local legiti- useful for heritage education (Mortara et al.
macy, which must resonate with the communi- 2014, 319; DaCosta and Kinsell 2022). They can
ty before achieving wider recognition (Cukrov simulate excavationa, trade networks, or settle-
2010, 106). ment dynamics, and allow users to experiment
158 Digital Heritage Tools with historical scenarios. This participatory di-
mension changes and shifts heritage interpre-
Augmented reality and virtual reality have be- tation from passive reception to active explo-
studia universitatis hereditati, letnik 13 (2025), številka 2 / volume 13 (2025), number 2
come popular tools in heritage interpretation. ration, providing immediate feedback (Hulin
Users can visualise lost structures, explore inac- 2021, 2; García et al. 2024; Thise et al. 2025,
cessible areas, and engage with historical narra- 318). They can help disseminate archaeological
tives in immersive ways (Quattrini et al. 2016, findings and methodologies, encouraging play-
383; Fazio et al. 2019, 511; De Bonis et al. 2022, ers to engage with reconstructed historical set-
92). In archaeological contexts, AR overlays can tings (Kingsland 2023, 63; Murtas and Lombar-
superimpose reconstructions onto present-day do 2024, 1). For Osor, serious games could model
ruins, and VR environments can simulate entire Bronze and Iron Age settlemens, maritime trade
landscapes and urban spaces across time peri- routes, or urban transformations. Players could
ods (Kingsland 2023, 63; Rodríguez-Garcia et al. decide about resource management, defence, or
2024). These technologies are particularly use- ritual practice, and this way learn about the log-
ful for making remote, fragile, or physically in- ics of past communities. Such simulations would
accessible sites available to a wider audience, in- not replace scientific interpretation but trans-
cluding underwater archaeological sites (Haydar late it into experiences. Serious games also sup-
et al. 2011, 312; Bruno et al. 2017, 1). In Osor, AR port inclusion of younger audiences and using
and VR have already been implemented in the different learning styles. When integrated in ed-
form of the Osorski vremeplov, which allows vis- ucation, they help develop heritage literacy, his-
itors to experience reconstructed views of twelve torical empathy, and perception of archaeology
locations within the historic town through VR (Kilis et al. 2025, 1).
headsets (Pleše 2024, 31). This initiative repre- Among participatory digital tools, Mine-
sents an important proof of concept, demon- craft Education Edition has bacome effective
strating that digital reconstruction can enhance platform for heritage interpretation and teach-
visitor understanding without requiring exten- ing. Its block-based environment allows users to
sive physical interventions in protected areas. reconstruct historical sites collaboratively, base-
However, current implementations remain site don archaeological evidence and pedagogical ob-
bound. A more systematic approach would in- jectives (Fernández and Medeiros 2019; Hobbs
tegrate AR and VR into a broader interpretive et al. 2023, 138; Krappala et al. 2024). Heritage
ecosystem, linking them with archaeological da- projects across Europe have used Minecraft to
tabases, educational content, and tourism plat- model castles, towns, and landscapes, integrat-
forms. Such integration would transform iso- ing history, geography, and environmental stud-
lated digital experiences into components of a ies. In Osor, Minecraft could be used to recreate