586 12 3069 2 10810 document 3069 Avebury Data - Luke Parker.xlsx application/vnd.openxmlformats-officedocument.spreadsheetml.sheet 853e8d8225f7ff143abbaa281c65e41f MD5 18536 2026-09-21 13:02:33 https://bordar.bournemouth.ac.uk/586/1/Avebury%20Data%20-%20Luke%20Parker.xlsx 586 1 1 application/vnd.openxmlformats-officedocument.spreadsheetml.sheet spreadsheet Data from Surveys en staffonly cc_by_nd_4

Avebury Data - Luke Parker.xlsx

data archive 12437 disk0/00/00/05/86 2026-10-06 15:55:36 2026-10-06 15:55:49 2026-10-06 15:55:36 data_collection show Parker Luke s5215212@bournemouth.ac.uk unpub facsci Avebury Virtual Avebury A list of participant responses to the virtual Avebury survey. This thesis investigates the suitability of an interactive VR project in increasing engagement with cultural heritage sites. The research focuses on the creation and evaluation of a VR model of Avebury, a Neolithic stone circle in Wiltshire, England. The project utilises the interactive platform of Minecraft to construct a virtual representation of Avebury, offering users an experience that is both immersive and interactive. The research objectives include analysing the literature of the development of heritage practices and the role of virtual reality technology in modern cultural heritage engagement. The study employed a mixed-methods approach, combining qualitative and quantitative data collection. A pilot study was conducted at Bournemouth University, where participants interacted with the VR Avebury Minecraft model using the Meta Quest 2 headset. Participants' experiences were assessed through a survey, which measured their familiarity with VR, the ease of use of the technology, and the level of engagement and immersion they felt during the experience. The survey data were analysed to determine the factors influencing user engagement and the effectiveness of the VR model in enhancing the educational value of the heritage experience. Results indicate that interactive VR environments have significant potential to enhance user engagement with heritage sites. Participants reported high levels of enjoyment and immersion, with interactivity identified as a key factor in increasing their interest and emotional connection to the site. The study also highlights the importance of making VR experiences accessible to a broader audience, including individuals with disabilities, to maximise the educational and cultural benefits of digital heritage. The thesis concludes with recommendations for future research, suggesting the development of larger-scale interactive VR heritage projects to further explore their potential impact on public engagement and education in cultural heritage. 2024-09-03 submitted 10.18746/bmth.data.00000586 Survey data bordar@bournemouth.ac.uk Research Student Parker Luke s5215212@bournemouth.ac.uk 2024-06-17 2024-06-24