Search Results (4)

The classification of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) World Heritage Sites (WHS) is essential for promoting sustainable tourism and ensuring the long-term conservation of cultural and natural heritage sites. Therefore, two commonly used techniques for classification problems, multilayer perceptron (MLP) and radial basis function (RBF) neural networks, were utilized to define the pros and cons of their applications. Then, according to the findings, both correlation attribute evaluator (CAE) and relief attribute evaluator (RAE) identified the region and date of inscription as the most prominent features in the classification of UNESCO WHS. As a result, a trade-off condition arises when classifying a large dataset for sustainable tourism between MLP and RBF regarding evaluation time and accuracy. MLP achieves a slightly higher accuracy rate with higher processing time, while RBF achieves a slightly lower accuracy rate but with much faster evaluation time. Full article

Living heritage runs the risk of being lost forever, or frozen as a practice of the past, if not promoted in the community. The preservation of this history, its transmission to following generations, and its ability to transform and adapt to any circumstance, are all made possible by strengthening living heritage. Investigating the function of living heritage in advancing education for sustainable development has been deemed a crucial goal by quality education as Sustainable Development Goal number 4 (SDG 4). The aim of this article is to gather information on living heritage conservation toward creating a sustainability community by using the community-based education model on the communities’ attitudes, cultural knowledge, and awareness of the importance of living heritage, and their participation level towards living heritage conservation in Melaka UNESCO World Heritage Site. This study uses the quantitative method of online questionnaire survey technique to collect data. There are 392 respondents from the multicultural community of Melaka World Heritage Site, who randomly responded. Based on the mean comparison in gender, age level, and race, there is a positive significant relationship between the importance of living heritage and the local community’s participation level. The increasing of the participation level to ACTIVE would lead to a higher altitude, cultural knowledge, and awareness of the importance of living heritage in the local community. Full article

Today, augmented reality (AR) applications are being used in many fields, such as advertising, entertainment, tourism, and education. Location-based augmented reality (AR) is a technology where interactive digital content is associated with real-world locations and their geo-based markers. The merging of the real-world environment with the digital content occurs when the user reaches these locations. Location-based AR applications are typically experienced using mobile devices with the ability to report the user’s location via GPS. These applications are increasingly used in education, since it has been shown that they positively affect student satisfaction and engagement. Furthermore, it is known in the literature that learner satisfaction and engagement increase when gamification and storytelling techniques are incorporated into the educational process. The aim of the study is to present two location-based, educational augmented-reality applications that utilize gamification and storytelling to provide cultural heritage knowledge about a prehistoric lake settlement. The study also aims to provide ideas and guidance to educators who wish to create applications that transform educational visits to archeological sites and museums into engaging augmented-reality experiences. Both applications underwent a preliminary evaluation using a sample of 71 higher-education students and a sample of 58 school students. The findings showed that the applications scored well in aspects such as ease of use, student satisfaction, and perceived educational usefulness. Full article

In higher-education world heritage sites, the conservation and energy retrofitting of heritage buildings (HBs) is an important vector for their development, competitiveness and welfare. To guarantee their ongoing use, these buildings must be adapted to face current and emerging societal challenges: (i) the conservation of cultural heritage and the maintenance of their original characteristics and identity; (ii) the transformation of heritage sites into tourist centers that energize the local economy, generating revenue and jobs; (iii) the adaptation of the buildings to new uses and functions that demand energy retrofitting strategies to satisfy today’s standards of thermal comfort, indoor environmental quality (IEQ) and energy efficiency; (iv) tackling impacts of climate change, particularly global warming and extreme weather events; and finally, (v) the implementation of strategies to mitigate the impact of a growing number of tourists. The combined implications of these challenges require a comprehensive approach with interrelated measures strongly reliant on the use of technology and innovation. This work aims to discuss how higher-education cultural HBs can be rethought to serve these expectations. Moreover, a multidisciplinary intervention framework is provided to discuss how HBs can respond to the challenges and risks of rehabilitation, energy retrofitting, climate change and increasing tourism. Full article