A novel approach for tourism and education through virtual Vitoria-Gasteiz in the 16<sup>th</sup> century
Bibliographic record
Abstract
This paper introduces new approaches to the educational and tourism domains of Vitoria-Gasteiz in the 16 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">th</sup> century. Both spheres present considerable technology breakthroughs to be used in cultural heritage conservation and preservation, as well as to engage the population in cultural knowledge through serious games. The material presented in this paper concerns the transmission of cultural heritage applied mainly to the two areas mentioned above. The game is based on a virtual model of Vitoria-Gasteiz's (Spain) Old Quarter in the 16 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">th</sup> century. The virtual reconstruction has been divided in two phases. The first reconstruction stage is focused on the more significant buildings of that époque, while the second is focused on a procedural software that was used for the automatic re-creation of the majority of the buildings. These paper analyzies previous studies on motivation and the value serious games have to offer for education and tourism. In relation to tourism, Virtual Reality's utility as a preservation tool derives from its potential to educate and create experiences. This allows visitors to Vitoria-Gasteiz to complement their visit and experience in a virtual way through participation in a game - `in situ' on the streets of the city.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".