Species’ Citadel’s Timeline: A Virtual Reality Experience in a
peripheral Archaeological Museum
Jason Diakoumakos Anastasios Theodoropoulos
University of the Peloponnese University of the Peloponnese
Department of Informatics and Department of Informatics and
Telecommunications Telecommunications
Tripolis, Greece Tripolis, Greece
iasonasdi@uop.gr ttheodor@uop.gr
ABSTRACT
This study explores the effectiveness of VR escape games as engag-
ing learning tools for archaeological venues. University students
participated in the study to assess their motivation and immersion
while using a VR escape room game set in a real archaeological
venue. The game replicated the museum building in a virtual envi-
ronment and incorporated scanned artifacts as interactive objects.
Participants solved riddles related to the artifacts, creating an im-
mersive and interactive storytelling experience. The study’s results
were promising, showing that the VR escape room game success-
fully motivated participants. The use of scanned artifacts and the
realistic venue enhanced immersion. The findings highlight the
potential of VR escape games for engaging students with archae-
ological content and fostering motivation and understanding of
artifacts.
CCS CONCEPTS
• Applied computing → Interactive learning environments; •
Human-centered computing → Human computer interaction
(HCI).
KEYWORDS
Cultural heritage, Virtual reality, Visitor experience
ACM Reference Format:
Jason Diakoumakos, Anastasios Theodoropoulos, and George Lepouras.
2023. Species’ Citadel’s Timeline: A Virtual Reality Experience in a periph-
eral Archaeological Museum. In 2nd International Conference of the ACM
Greek SIGCHI Chapter (CHIGREECE 2023), September 27–28, 2023, Athens,
Greece. ACM, New York, NY, USA, 9 pages. https://doi.org/10.1145/3609987.
3610006
1 INTRODUCTION
Virtual Reality (VR) technology’s popularity has surged over the
years, finding various applications, from games to educational con-
tent [15, 27]. Museums and archaeological venues have embraced
this digital era, implementing VR experiences to make exhibits more
immersive and appealing to users of all ages [32, 33]. Additionally,
This work is licensed under a Creative Commons Attribution International
4.0 License.
CHIGREECE 2023, September 27–28, 2023, Athens, Greece
© 2023 Copyright held by the owner/author(s).
ACM ISBN 979-8-4007-0888-6/23/09.
https://doi.org/10.1145/3609987.3610006
George Lepouras
University of the Peloponnese
Department of Informatics and
Telecommunications
Tripolis, Greece
gl@uop.gr
VR allows visitors to view artifacts in their former glory and experi-
ence virtual worlds [25]. They can interact with ancient cities, use
historical items, and witness excavation procedures [1, 3, 6, 12, 21].
In a VR application users feel more engaged and feel like they
are part of the story presented to them. Museums have been using
storytelling techniques for many years, in order to introduce their
audience to the artifact’s origin and assist them in understanding
its significance, by comparing its usage or story to examples of the
modern era [5, 30]. This correlation can assist people, especially
younger ones, not only to understand the story that an artifact
may conceal but also it aims to facilitate their retention of the
knowledge imparted to them [36]. Numerous studies highlight the
significance of incorporating storytelling techniques as a valuable
strategy for venues to aid visitors in comprehending and engaging
with the narrative being presented to them and these techniques
serve to make it easier for visitors to remember and connect with
the information conveyed [18, 23, 36].
Digital storytelling often involves audio guides, either through
visitor’s smartphones or provided tools, along with 3D reconstruc-
tions presented on monitors, often accompanied by a narrator and
subtitles for clarity [29, 35]. In VR technology, storytelling becomes
even more immersive, increasing user engagement and enhancing
learning outcomes, as observed in projects like Vicking VR and
wickelman300 [4, 31]. Other projects, such as RelicVR, blend the
physical and fictional worlds, allowing visitors to play virtual games
and interact with real artifacts, creating an even more immersive
and dynamic experience [22].
Another type of game, which gained popularity in the past years
as a tool to assist people’s educative procedure [7], is the Escape
Room games, where players are commonly locked in a room or
building, and they have to solve simple or complex riddles and
combine clues found in the area in order to manage their escape.
These games, tend to attract interest and engage users since they
have to actively participate in the plot and be the main character of
the story. Furthermore, as these games necessitate users to apply
their knowledge to accomplish their objectives, educational goals
can be attained in a more enjoyable manner, resulting in a deeper
understanding of the subject matter [13, 26].
This study examines the effectiveness of VR escape games as
engaging learning tools for archaeological venues. These games
offer immersive and interactive experiences, promoting critical
thinking and curiosity through historical artifact-related puzzles
and riddles. The gamified approach combines entertainment with
education, making learning about the past enjoyable and enriching.
The study involved university students to assess their motivation
CHIGREECE 2023, September 27–28, 2023, Athens, Greece
and immersion in a VR escape room game set in a real archaeo-
logical venue. The game uses the museum building and scanned
artifacts as objects in the virtual world, allowing users to assume
the main character’s role and learn about the artifacts’ stories and
significance by solving connected riddles, actively engaging them
in the experience.
The study highlights VR escape games’ potential as effective and
engaging learning tools for archaeology students. By utilizing VR’s
immersive nature, these games enhance knowledge retention and
motivation. The findings contribute to the growing literature on
VR in education, emphasizing its benefits for archaeological venues.
Incorporating VR escape games can foster motivation, deepen un-
derstanding of artifacts, and create memorable learning experiences.
The rest of this paper is structured as follows: Section 2 analyzes
previous work on using virtual reality technologies in archaeolog-
ical venues, highlighting the tools and challenges in each imple-
mentation. Section 3 introduces our implementation, the tools used,
and the final product, along with the design principles followed.
Section 4 presents the results of our user study. In Section 5, we
discuss the findings, challenges, and opportunities noted in this
research. Finally, in Sections 6 and 7, we present future work and
conclusions, respectively.
2 RELATED WORK
2.1 VR Experiences in Venues
Virtual reality (VR) has revolutionized the way archaeological
venues engage with visitors, providing an immersive and educa-
tional experience like never before [40]. By harnessing the power
of VR technology, these venues transport visitors back in time,
enabling them to explore ancient civilizations and archaeological
sites in a remarkably realistic and interactive manner [33]. With VR
headsets, users can virtually wander through long-lost cities, walk
among ancient ruins, and visualize reconstructed historical envi-
ronments. The Azuchi Castle project, for instance, allows visitors to
wander around the old castle town of 1581, through an immersive
experience where the user is part of this virtually re-created city
[14]. Other projects focus on restoring ancient ruins on buildings,
bringing them to their former glory for the visitor to watch. A few
of those projects include those implemented for the Mayan Ruins
[17], as well as the Capitoline Museum in Rome [4].
Different projects create virtual experiences of present buildings,
allowing users to view important sites or construction areas from
various perspectives, which may be challenging in real-life sce-
narios. For example, the Victoria Theatre in Newcastle, Australia,
offers a virtual tour that provides information about the building
and its modern history [1]. The Jahey castle in Belgium also offers
a VR experience during renovation, allowing users to explore parts
of its interior and important exhibits [28]. Another VR app for the
"Museum of the Bruttians and the Sea" in Italy enables visitors to
witness artifacts in their original locations, expanding beyond the
museum’s physical boundaries [2].
This technology offers visitors a firsthand experience of the
past, bringing archaeological artifacts to life in ways traditional
exhibits cannot [19]. Multiplayer games, like the virtual aircraft car-
rier in China, promote socializing and learning about the exhibit’s
story [20]. Projects like RelicVR and VITA focus on educating users
Diakoumakos, et al.
about excavation procedures and artifact preservation challenges
[6, 22]. VickingVR enhances history visualization with carefully
crafted sound effects to evoke users’ emotions [31]. As technology
advances, even more possibilities will emerge.
Storytelling techniques are essential in museums, as they engage
and captivate visitors by turning exhibits into meaningful narratives.
These stories provide context and emotional connections to the
artifacts, fostering deeper understanding and appreciation [18, 23,
29]. By using storytelling, museums can communicate complex
ideas and historical events in a relatable and accessible manner to
a diverse audience [10, 36].
Designing a VR app for archaeological venues presents chal-
lenges in maintaining authenticity and accuracy, requiring exten-
sive research and collaboration with archaeologists [14, 31]. Creat-
ing a visually realistic environment demands technical expertise
and attention to detail, while balancing engagement and educa-
tional objectives [2, 9]. VR equipment costs and accommodating
users with varying abilities add further complexities [31]. Overcom-
ing these hurdles necessitates collaboration between archaeologists,
historians, VR developers, and user experience designers to create
an informative and engaging app.
Multiple VR applications can be found that are created in order
to enact a place’s history and culture. It is clear that VR provides
opportunities for archaeological preservation by digitally docu-
menting fragile sites and artifacts, ensuring their conservation for
future generations. As VR technology continues to advance, archae-
ological venues have become increasingly dynamic and accessible,
fostering a newfound appreciation for our shared human heritage.
2.2 Escape Rooms in Virtual Reality
Escape rooms are physical adventure games where players solve
puzzles and challenges within a themed room to escape within
a time limit. These games test problem-solving, teamwork, and
creativity under pressure. With unique storylines and themes like
prison breaks or detective investigations, players must find clues,
manipulate objects, and solve puzzles involving math, logic, and
physical challenges. Escape rooms offer an immersive and interac-
tive experience, combining adventure, problem-solving, and sus-
pense for mentally stimulating and enjoyable activities.
Escape rooms have gained immense popularity, leading to vari-
ous applications for educational purposes, such as learning labora-
tory tools [37], physics knowledge acquisition [38], and enhancing
general skills [39]. Creating virtual escape room games for educa-
tion offers the advantage of customization and portability, catering
to specific goals and needs. VR technology further enhances the
educational experience by immersing users in scenarios otherwise
impossible or dangerous to explore, like nuclear reactors, space,
or historical eras. VR’s remarkable ability simulates inaccessible
or hazardous environments, like nuclear reactors, without risk. In
high-risk industries, VR offers safe training opportunities. It en-
ables space exploration, allowing users to float in space and explore
celestial bodies. Additionally, VR allows virtual time travel to his-
torical eras, immersing users in ancient civilizations for engaging
and educational learning experiences.
In summary, VR grants users the ability to engage in situations
that would be impossible or excessively perilous in reality, whether
Species’ Citadel’s Timeline: A Virtual Reality Experience in a peripheral Archaeological Museum
it involves exploring the depths of a nuclear reactor, venturing
into space, or delving into the past, VR offers a safe and immersive
experience that pushes the boundaries of what is achievable in the
physical world.
3 IMPLMENTING SCT VR
Our application had two main goals: (1) create an immersive and
user-friendly game enjoyable for all age groups, regardless of prior
VR or Escape Room experience, and (2) highlight important aspects
of the museum’s artifacts, fostering curiosity for an actual visit. To
achieve this, a three-step process is followed: Analyze, Design, and
Develop [8].
3.1 Analyse
We began by analyzing the target audience and selected suitable
students interested in visiting the museum. To avoid potential VR-
induced dizziness, newcomers were gradually introduced to the
technology before full immersion. Collaborating with museum staff
and archaeologists, we studied and selected twelve artifacts based
on their historical significance and preservation status. A detailed
historical analysis of each artifact, including their origin, usage,
and importance, was compiled in Table 1.
3.2 Game Design and Riddles
The game aims to educate users through an immersive and inter-
active storytelling experience, where they assume the main char-
acter’s role and learn about artifact stories, usage, and meaning.
To achieve this, the application introduces users gradually to the
main story and offers two modes catering to diverse player skill
levels. The first mode presents more challenges for advanced play-
ers, while the second mode is designed for beginners, providing a
brighter and easier-to-navigate environment. Appendix A shows
screenshots of the game.
In this futuristic VR escape room game, players become intrepid
explorers in a world of ruins. They must journey to a small mu-
seum in Greece to find the mystical artifact, Athena’s amulet, which
holds the power to control matter and create life. To acquire the
amulet, players solve riddles inspired by ancient Greek mythology,
dedicated to different goddesses. This immersive experience com-
bines history, mythology, and adventure as players use their wit
and ingenuity to secure the artifact and plan their escape.
Our goal was to help users learn about the museum’s artifacts
through the VR escape room game. We replicated the museum
building in a virtual environment, incorporating scanned artifacts
as interactive objects. Each artifact was connected to unique riddles
based on its actual backstory, narrated by museum experts. Solving
these riddles was essential for completing the virtual escape. The
riddles were designed to highlight the artifacts’ importance and
spark curiosity, acting as an introduction to their stories, which
users could further explore during an actual museum visit. Tables 2
and 3 present the riddles for each artifact and their in-game objects.
Riddles are categorized as simple (S) or complex (C). Table 2
shows the riddles and actual artifacts in the simple category. These
riddles require users to search the playable area and find missing
pieces. The items must be placed in their appropriate location to
reconstruct the artifact or interact with it to gain specific powers,
CHIGREECE 2023, September 27–28, 2023, Athens, Greece
as with Goddess Demeter or Athena. Inscriptions near the place of
interest and relevant pillars guide users through the riddles, indicat-
ing key points as described in the previous subsection. Riddles that
need simultaneous solving are grouped together if they occur in
the same room and overlap. Regarding the second category, users
encounter more complex riddles requiring a deeper understanding
of the artifacts. Inscriptions describe the items and their form or
origin story, guiding users to identify missing pieces scattered in
the area. Users must then place these pieces in the corresponding
artifact with the correct position and rotation. These riddles de-
mand careful investigation and a combination of gathered clues,
inscriptions, and user knowledge to solve.
The game’s riddles gradually increase in difficulty, starting with
simpler riddles to familiarize users with the mechanics and pro-
gressing to more complex ones, requiring knowledge and gathering
clues. Towards the end, players have more freedom to explore and
interact, creating a joyful experience. The conclusion shifts focus
to functional elements, escalating excitement for a satisfying end.
3.3 Tools
To bring our game to life, we used Unity3D, a versatile game devel-
opment platform. With Unity3D, we recreated the museum building
and positioned virtual artifacts based on real scans for an authentic
experience. The level design closely resembles the actual venue,
providing familiarity to users. The atmosphere is dark and spooky
yet not overly unsettling for younger players. This approach rein-
forces visitors’ knowledge and assists them in solving riddles. With
the environment set, we added riddles and corresponding object
functionality to create the Escape Room game. Regarding hard-
ware, we integrated the HTC Vive, a cutting-edge VR system, for
an immersive gameplay experience. With precise tracking, intuitive
controls, and exceptional immersion, the HTC Vive elevated the VR
experience for our players. Polished virtual artifacts and a realistic
museum building created a sense of being in the actual museum.
The game’s story blends real museum elements and artifacts with
fictional elements to captivate users’ interest.
4 USER STUDY
4.1 Participants
Five university students (4 males, 1 female) aged between 20 and
22 years participated in this study. They were selected from two
departments and were familiar with VR technology. Participants
volunteered and were provided with detailed information about the
study’s objectives and procedures before joining. They were not
compensated but understood their contribution to research on the
effectiveness of VR escape games for cultural venues.
4.2 Procedure
The study involved a single session for each participant in a con-
trolled laboratory setting. They completed a pre-session question-
naire, providing demographic information and prior experience
with VR and escape room games. The researcher introduced the
VR game, "Species’ Citadel’s Timeline VR (SCT VR)," explaining
its connection to the real archaeological venue and artifacts. Par-
ticipants were instructed on navigation, object interaction, and
solving riddles using an HTC Vive Pro headset. They explored the
CHIGREECE 2023, September 27–28, 2023, Athens, Greece Diakoumakos, et al.

Table 1: Museum’s Artifacts and Origin

Name Origin Significance

Hercule’s Column
Sacrifice Tombstone
Persephone and Hades
Lykosoura Bust
Market Tombstone
Athlete and Mother Tombstone
Cybele Tombstone
Family Tombstone
Young Girl Statue
Tombstone of Callisto
Goddess Demeter Statuette
Goddess Athena Statue
Hercules, the hero of ancient Greece, met his demise Hercules was murdered by his
when his lover, Dianira, unknowingly provided him lover.
with a poisoned cloak.
The Tombstone visualize a sacrifice ritual. Rituals were Rituals were important and per-
used by men to thank or ask for a favour from the Gods. formed to ask a request from a
Depending on the magnitude of their request, a proper god.
ritual should be organized.
Persephone and Hades, the ruler of the underworld, Both were the rulers of the un-
were in love. Both of them are enthroned, side-by-side, derworld.
while ruling their kingdom.
A portrait of a young woman from Roman times, when Creation of women statues to at-
their social power and influence were significantly in- tract potential husbands which
creased. Statues of important women were created in can be noted by the elaborated
that era. This particular one is made to attract the inter- hairstyle.
est of potential husbands.
This tombstone presents the list of items and their value Ancients were used to label
as engraved in an ancient market. their products in markets.
A young naked man along with an older woman, prob- Women’s appearance was re-
ably his mother, are presented. Being naked in the an- stricted compared to men.
cient Peloponnese was only allowed for athletes to go
to the Gymnasium, whereas women were restricted and
should always wear their dresses in a respectful man-
ner.
This tombstone represent a Goddess, Cybele, and not Cybele was a beloved goddess,
a queen. This is visible since she can be seen en- and each god had their symbol
throned and wearing a crown, whilst people are offering in order to distinguish them.
presents to her. Archaeologists know she is Cybele since
her symbol, a lion, is visible next to her throne.
The Tombstone visualize a middle-class family, the fa- A tool used in a tombstone or
ther at the right, the mother at the left and the child in similar statues indicated that
the middle, which is recognized due to the tools they the yielder was a middle-class
are holding. man.
Young girls in ancient Greece used to wear long dresses Children’s statues featured en-
and used to cover their hair if they were married. Com- gravings of toys to differ them
monly they were created to hold a toy. from older women.
Appearance was more important for women than men, Only wealthy houses could af-
and they used to spend more time dressing up. Tomb- ford a tombstone, where their
stones were created only for the wealthy and strong symbol was engraved.
families and had engraved their house’s symbol.
Women and Goddesses were both created in status or Goddess of health Demeter had
tombstones and their appearances and clothes could connections to the underworld.
appear alike. To distinguish a moral from divinities, the
latter are usually enthroned and could wear a crown.
City protectress and goddess of war, depicted her en- Each god had a distinct symbol
throned and holding her symbol, the Gorgoneio, be- for identification.
lieved to protect the wielder.

environment, interacted with artifacts, and used their knowledge
of archaeology to progress. After gameplay, participants engaged
in a semi-structured interview, sharing feedback and experiences
through open-ended questions. Concerns or difficulties encoun-
tered during gameplay were addressed and clarified.
4.3 Metrics-Hypotheses
To capture the participants’ experiences and perceptions during the
VR escape room gameplay, the following qualitative metrics were
employed: a) Motivation, b) Immersion, c) Learning Outcomes, and
d) User Experience. Relevant information is presented in table 4.
Species’ Citadel’s Timeline: A Virtual Reality Experience in a peripheral Archaeological Museum
Table 2: Artifacts’ Simple Riddles and In-game Objects
In-game Object Artifact
Circular Hercule’s Col- 𝑆 1
umn
Sacrifice Tombstone
Hades and Persephone
Tombstone
Market Tombstone
Goddess Demeter Stat- 𝑆 3
uette
Goddess Athena Statue
4.4 Results
The analysis of the qualitative data from the post-session interviews
revealed several key findings regarding participants’ experiences
and perceptions of the VR escape room gameplay. Participants ex-
pressed high levels of motivation during the VR escape room. They
reported being captivated by the environment, the challenging rid-
dles, and the connection to real archaeological artifacts. They also
reported a strong sense of immersion and described the replication
of the artifacts as contributing to a realistic and immersive experi-
ence. Some highlighted the interactive nature of the environment,
stating that it made them feel like they were part of the story and
enhanced their sense of presence within the game world. For ex-
ample one of them stated that "I felt completely immersed in the
virtual environment and motivated to solve the riddles. The game
sparked my curiosity".
As for the learning outcomes the game facilitated their under-
standing and knowledge acquisition regarding archaeological ar-
tifacts. They demonstrated a deepened understanding of the ar-
tifacts’ stories, usage, and significance and connected the virtual
CHIGREECE 2023, September 27–28, 2023, Athens, Greece
Group Riddle
Column is separated in two halves scattered in the play
area, that the user must find.must be united. They must
be placed in the respective pillar, as described by the
relevant inscription.
𝑆1 The tombstone is spawned randomly in the play area.
The user must find it and place it in the respective pil-
lar by reading the relevant inscription describing the
tombstone’s origin and story.
𝑆1 The tombstone is spawned randomly in the play area.
The user must find it and place it in the respective pil-
lar by reading the relevant inscription describing the
tombstone’s story, referring to the two divinities.
𝑆2 The tombstone is separated into multiple parts that are
scattered along the play area. All pieces must be found
and placed in their respective position to reconstruct
the initial artifact and unravel a secret message used to
proceed to the next riddle.
The user have to react with the Goddess so that they are
gifted with Her powers to fight against the underworld’s
minions.
𝑆4 The user have to react with the Goddess so that they
are gifted with the Gorgonio, which will protect them
against enemy forces.
experiences to real archaeological knowledge, showcasing a greater
appreciation for the historical context and cultural significance of
the artifacts. A participant reported "The artifacts looked so real,
and it made me appreciate their historical significance. The game
challenged me to think critically and connect the riddles to the
artifacts, deepening my understanding of their cultural context".
Regarding the overall experience they reported a positive user
experience while they enjoyed the gameplay, found it engaging, and
appreciated the use of VR technology in such a context. Some men-
tioned that the combination of gameplay, interactive storytelling,
and connection to real artifacts made the experience enjoyable and
memorable. For example, a participant stated that "the game was a
great combination of fun and learning. The puzzles were challeng-
ing but rewarding to solve. I felt a sense of accomplishment when I
successfully escaped the virtual room, and it made me appreciate
the artifacts and their historical significance in a whole new way".
The findings align with the hypotheses formulated for this study
and suggest that the game was effective in motivating participants,
CHIGREECE 2023, September 27–28, 2023, Athens, Greece Diakoumakos, et al.

Table 3: Artifacts’ Complex Riddles and In-game Objects

In-game Object Artifact Group Riddle

Lykosoura Bust 𝐶1 Spawned in the play area and must be found and placed
in the corresponding pillar, whilst two subsequent mas-
culine busts, must be rotated to face towards Lykosoura.

Athlete and Mother 𝐶2 The mother is missing her dress, which is scattered in
Tombstone the play area. The user must find it and place it on the
tombstone in its respective manner.

Cybele Tombstone 𝐶2 Relevant inscriptions demonstrate the origin of the

tombstone, naming the Goddess Cybele and her unique
symbol, a lion, which must be found and placed back in
its respective manner.

Family Tombstone 𝐶2 The axe is missing from the tombstone. Relevant in-
scriptions provide clues to the user to find the missing
piece that highlights the family’s social status.

Young Girl Statue 𝐶2 Inscription highlights that every young child has its
toys, which as commonly engraved in the tombstones
and status. The girl’s toy is missing and the user has to
find it to reconstruct the artifact.

Tombstone of Callisto 𝐶2 The Tombstone is of a known family of the area of Pelo-

ponnese. Every strong house used to have its symbol
that is missing, which the user has to find and place it
on the tombstone.

Table 4: The factors researched in the user study

Factor Description Hypothesis Source

Motivation Explore what aspects of the VR escape game mo- 𝐻 1 Participants will exhibit high levels of [11]
tivated them, such as the immersive environment, motivation during the VR escape room
the challenging riddles, or the connection to real game-play.
archaeological artifacts.
Immersion Explore sense of presence within and aspects such 𝐻 2 Participants will report a sense of im- [34]
as the realism of the artifacts, the interactivity of mersion within the game environment.
the environment, and the overall feeling of being
immersed in the game world.
Learning Explore participants’ ability to connect the virtual
𝐻 3 Participants will gain increased under- [24]
experiences with real archaeological knowledgestanding and knowledge about archaeolog-
and their depth of understanding. ical artifacts through the VR escape room
game.
User Ex- Explore participants’ enjoyment, engagement, 𝐻 4 Participants will have a positive user [16]
perience and challenges encountered during the gameplay. experience with the VR escape room game.
Species’ Citadel’s Timeline: A Virtual Reality Experience in a peripheral Archaeological Museum
enhancing immersion, facilitating learning outcomes, and providing
a positive user experience.
5 DISCUSSION AND CHALLENGES
The user study yielded promising outcomes, showcasing the VR es-
cape room game’s potential for educational purposes. Participants
found the game motivating and immersive, with easy-to-master
mechanics that allowed them to focus on solving riddles. Students
also reported feeling comfortable during gameplay, without experi-
encing dizziness or discomfort in the virtual environment.
The game, interactive artifacts, and riddles received positive
feedback, fostering intrinsic motivation and engagement among
university students. Realistic scanned artifacts and venue replica-
tion enhanced the sense of realism, making students feel present in
an abandoned museum and immersed in their character. The study
suggests that combining VR with escape room-style games provides
an enjoyable experience while effectively promoting learning and
achieving educational objectives in a fun and playful way.
One of the main challenges involved the historical analysis of
artifacts. Archaeologists and museum staff underwent multiple
iterations to accurately present each artifact’s origin and usage,
selecting key details to be illustrated in the game. Designing rid-
dles that highlighted the importance of each unique object was
also difficult. Fictional elements were added to the story, requiring
careful implementation to avoid altering the artifacts and causing
misconceptions for users. This led to the need for unique plots and
riddles for different artifacts, reducing the game’s reusability in
different concepts and venues.
Creating the game’s plot posed another challenge. Each artifact
had its own unique story, spanning different eras. To ensure joy-
ful and meaningful riddles while maintaining historical accuracy,
careful grouping of artifacts under the same riddles was necessary.
The educational objectives for each artifact and the type of riddle
played a crucial role in the grouping process. The plot underwent
multiple iterations to provide a flawless and immersive experience,
respecting each artifact’s backstory, and ensuring an enjoyable
game for the users.
The design and implementation of a VR escape room game for
archaeological venues offer significant potential but also come with
limitations. Scanning artifacts for import into the game, especially
larger objects, can be challenging due to the need for precise scan-
ning from multiple angles. Fragile artifacts and restrictions on pub-
lic display further complicate the process. Collaborating with mu-
seum archaeologists and staff adds time constraints to development.
Another limitation concerns the necessary tools, as VR headsets
can be expensive, and cheaper alternatives may compromise the
immersive experience and lack advanced features like accurate user
tracking. Implementing VR in smaller peripheral venues can be
particularly challenging and inefficient.
Despite limitations, VR escape room games offer a promising
alternative to promote archaeological venues, engage students in
history education, and provide immersive and memorable expe-
riences. Whether highlighting artifact significance or restoring
ancient buildings, VR games can benefit users in understanding
their historical context and role in ancient societies, enabling them
to ’travel’ back in time and experience those societies firsthand.
CHIGREECE 2023, September 27–28, 2023, Athens, Greece
6 FUTURE WORK
Moving forward in this research, a crucial next step will be to
quantitatively measure the learning outcomes derived from the
immersive experience. This can be achieved through evaluation
methods such as administering pre- and post-assessments to gauge
the students’ understanding before and after engaging with the
educational game. Surveys or questionnaires can also be distributed
to collect qualitative feedback from the participants, allowing them
to reflect on the specific historical knowledge they acquired during
the game. These approaches will provide a comprehensive assess-
ment of the educational impact and effectiveness of the immersive
experience.
To enhance the VR-escape room game’s reusability and adapt-
ability, a multifaceted approach is envisioned. It starts with an
extensive Artifact Template Library, featuring diverse pre-scanned
3D models spanning history and cultures. Next, a Dynamic Riddle
Generator conjures contextually relevant and stimulating riddles
for each artifact. By combining these with modular puzzle com-
ponents from a resourceful repository, the game gains boundless
potential for crafting unique challenges. This synergy empowers
designers to weave captivating narratives and expedites scenario
development through Procedural Level Generation. The result is
a VR-escape room with a rich tapestry of adaptable experiences,
ensuring players embark on fresh and enchanting quests in diverse
venues.
7 CONCLUSIONS
The integration of virtual reality (VR) technology in archaeological
venues is transformative and invaluable. VR allows immersive and
interactive reconstructions of ancient worlds, surpassing traditional
displays. It bridges the gap between the past and present, fostering
a deeper understanding of our shared human heritage. VR also
provides accessibility to sites that may be challenging to access
physically, reaching a wider audience with diverse backgrounds
and abilities.
Additionally, escape room-style games have emerged as a power-
ful educational tool, offering a unique and engaging way to enhance
learning experiences. These immersive games promote active par-
ticipation, critical thinking, teamwork, and problem-solving skills
among players. By incorporating educational content into the puz-
zles, challenges, and narratives of escape room games, educators can
effectively blend entertainment with learning. The hands-on nature
of these games fosters experiential learning, allowing participants
to apply knowledge in a practical and dynamic setting.
Thus, by combining those two techniques, dynamic learning
environments can be created that inspire curiosity, critical thinking,
and lifelong learning among students of all ages. Such types of
games can be customized to align with specific educational goals
and may foster creativity and innovation. Moreover, the element
of excitement and fun motivates learners, increasing their level of
engagement and retention of information.
In conclusion, the utilization of immersive gaming technologies
in public spaces holds great potential and offers a multitude of bene-
fits. While there are certain challenges to overcome in implementing
such setups, the opportunities for entertainment and education are
extensive. As this technology continues to advance, it is fascinating
CHIGREECE 2023, September 27–28, 2023, Athens, Greece
to envision the transformative impact it will have on our digital
content experiences and their physical objects counterparts.
ACKNOWLEDGMENTS
We extend our thanks to the Archaeological Museum of Tripolis for
granting us access to monitor the building and artifacts, and to the
Human-Computer Interaction and Virtual Reality Lab of Tripolis,
University of Peloponnese, for providing the necessary equipment.
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Species’ Citadel’s Timeline: A Virtual Reality Experience in a peripheral Archaeological Museum CHIGREECE 2023, September 27–28, 2023, Athens, Greece

A APPENDIX: VIRTUAL ROOMS AND GAME

SCREENSHOTS
Screenshots below illustrate a few of the virtual rooms created for
the game, as well as its aesthetics.

Figure 3: An abandoned museum room - Museum Interior

Figure 1: Outside Area and Museum Building

Figure 4: A Virtual artifact

Figure 2: First room - Museum Interior