Kepczynska-Walczak, AnettaWalczak, Bartosz M.Zarzycki, AndrzejSousa Santos, BeatrizAnderson, Eike2024-04-302024-04-302024978-3-03868-238-71017-4656https://doi.org/10.2312/eged.20241004https://diglib.eg.org/handle/10.2312/eged20241004Computer graphic techniques have emerged as a key player in digital heritage preservation and its dissemination. Photogrammetry allows for high-fidelity captures and virtual reconstructions of the built environment that can be further ported into virtual reality (VR) and augmented reality (AR) experiences. This paper provides a comparative analysis of historic details and building documentation methods in heritage preservation in the context of architectural education. Specifically, it compares two educational case studies conducted in 10-year intervals documenting the same set of historic artifacts with corresponding state-of-the-art digital technologies. The methodology for this paper is a qualitative comparative analysis of two surveying projects that utilized distinct emerging digital technology while sharing the same study subjects and similar tool-driven curricular framework. The research also incorporates a student survey, offering perspectives on teaching strategies and outcomes within this dynamic educational context. The outcomes demonstrate that the technological (tool-driven) shift impacts the way students interact with the investigated artifacts and the changing role of the interpretative versus analytical skills needed to delineate the work. It also changes what are considered primary and secondary knowledge sources.Attribution 4.0 International LicenseCCS Concepts: Applied computing → Arts and humanities; Computer-aided design; EducationApplied computing → Arts and humanitiesComputeraided designEducation10.2312/eged.202410048 pages