=Paper=
{{Paper
|id=Vol-3918/paper026
|storemode=property
|title=A novel pedagogical approach to equipping prospective IT professionals with skills in 3D modelling and reconstruction of architectural heritage
|pdfUrl=https://ceur-ws.org/Vol-3918/paper026.pdf
|volume=Vol-3918
|authors=Ihor V. Hevko,Olha I. Potapchuk,Iryna B. Lutsyk,Viktorya V. Yavorska,Lesia S. Hiltay,Oksana B. Stoliar
|dblpUrl=https://dblp.org/rec/conf/aredu/HevkoPLYHS24
}}
==A novel pedagogical approach to equipping prospective IT professionals with skills in 3D modelling and reconstruction of architectural heritage==
https://ceur-ws.org/Vol-3918/paper026.pdf
Ihor V. Hevko et al. CEUR Workshop Proceedings 85–101
A novel pedagogical approach to equipping prospective IT
professionals with skills in 3D modelling and
reconstruction of architectural heritage
Ihor V. Hevko1 , Olha I. Potapchuk1 , Iryna B. Lutsyk1 , Viktorya V. Yavorska2 , Lesia S. Hiltay1
and Oksana B. Stoliar1
1
Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Maksyma Kryvonosa Str., Ternopil, 46027, Ukraine
2
Odessa I. I. Mechnikov National University, 2 Vsevoloda Zmiienka Str., Odessa, 65082, Ukraine
Abstract
This paper presents a novel pedagogical methodology developed and tested for teaching prospective IT profes-
sionals cutting-edge 3D technologies for graphical reconstruction of architectural heritage. The effectiveness
of the proposed approach is demonstrated through a case study involving the reconstruction of the Parochial
Cathedral of St Mary of Perpetual Assistance from the 1950s. The methodology encompasses a comprehensive
set of stages: analysis, modelling, design, and 3D printing, underpinned by a synthesis of archival data analysis,
parallax estimation from stereo image pairs, and contemporary 3D modelling techniques. 3DS Max was selected
as the optimal software for creating the detailed 3D model, while Cura was employed to prepare the model for 3D
printing. The experimental evaluation confirmed the efficacy of the proposed teaching methodology in equipping
students with a robust theoretical and practical foundation for deploying modern digital technologies in the
reconstruction and preservation of architectural heritage. This work makes a significant contribution to the
pedagogy of IT and digital heritage conservation.
Keywords
architectural heritage, 3D reconstruction, pedagogy, IT education, digital technologies
1. Introduction
The rapid advancement and pervasive integration of digital technologies across all domains of human
endeavour necessitates a re-evaluation of the substance and methodology of educating IT professionals,
particularly those engaged in environmental object design. In this context, 3D technologies are emerging
as a crucial component of modern education, offering novel opportunities for their application in the
graphical reconstruction of architectural heritage [1].
3D graphics empowers the creation of spatial models of diverse objects, faithfully replicating their
geometric forms and material textures [2, 3, 4, 5]. Notably, 3D technologies can digitally resurrect
architectural artefacts that have been lost to time [6], facilitating detailed analysis of architectural
features, reconstruction of object structures, and generation of highly realistic models. The significance
of this research domain is underscored by the “Declaration of Cooperation on advancing the digitisation
of cultural heritage”, endorsed by 27 European nations [7]. Specifically, the European Commission’s
expert group on cultural heritage digitisation has formulated comprehensive guidelines for holistic 3D
documentation of Europe’s cultural heritage sites [8].
3D modelling enables the assessment of an object’s technical and physical properties prior to fabricat-
ing a physical prototype. Model analysis techniques allow for the examination of dimensions, materials,
AREdu 2024: 7th International Workshop on Augmented Reality in Education, May 14, 2024, Kryvyi Rih, Ukraine
" gevko.i@gmail.com (I. V. Hevko); potapolga24@gmail.com (O. I. Potapchuk); lib30a@gmail.com (I. B. Lutsyk);
yavorskaya@onu.edu.ua (V. V. Yavorska); giltaj@tnpu.edu.ua (L. S. Hiltay); Oksana.Stolyar@tnpu.edu.ua (O. B. Stoliar)
~ https://tnpu.edu.ua/about/upravlinnia/prorektor-z-navchalno-metodychno-roboty-.php (I. V. Hevko);
https://tnpu.edu.ua/faculty/IPF/0012.php (O. I. Potapchuk); https://tnpu.edu.ua/faculty/IPF/0007.php (I. B. Lutsyk);
http://onu.edu.ua/uk/structure/faculty/ggf/chairs/econgeo/staff/696-jav-vv (V. V. Yavorska);
https://tnpu.edu.ua/faculty/himbio/stolyar-angl.php (O. B. Stoliar)
0000-0003-1108-2753 (I. V. Hevko); 0000-0001-8041-0031 (O. I. Potapchuk); 0000-0003-2943-4358 (I. B. Lutsyk);
0000-0001-8611-9712 (V. V. Yavorska); 0000-0001-6658-8175 (L. S. Hiltay); 0000-0002-8579-2881 (O. B. Stoliar)
© 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
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Ihor V. Hevko et al. CEUR Workshop Proceedings 85–101
and constituent elements.
Conventionally, object or project concepts are communicated through videos or images based on
3D graphics. However, this imposes limitations on user interaction, as static images preclude scenario
manipulation or detailed inspection.
The confluence of advancements in 3D graphics and computational capabilities has enabled the
real-time rendering of complex scenes without compromising speed or quality. This has piqued the
interest of professionals across various fields in the potential applications of 3D visualisation.
In the realm of architecture and civil engineering, virtual buildings with immersive interiors and
virtual cities are gaining traction. Photorealistic object reconstruction facilitates the utilisation of object
models in museum, reconstruction, and commercial projects, as well as in educational contexts [9].
The preservation and dissemination of cultural heritage are paramount for contemporary society. The
evolution of computers and 3D graphical tools has made it possible to conserve cultural achievements
not merely as images or photographs, but as models in their original form or as digital replicas of
physical objects [10].
Numerous architectural monuments have vanished, leaving no traces of dimensions, plans, or pho-
tographic records. For such historical structures, graphical reconstruction serves as the sole means
of resurrecting the lost or destroyed architectural object from a specific time period. Graphical re-
construction of historical architectural heritage encapsulates the totality of contemporary knowledge
concerning the object [11].
In recent years, there has been a proliferation of museums, including virtual ones, showcasing
digitised artefacts. These museums provide detailed insights into historical achievements, their origins,
and contribute to the cultural advancement of society.
Consequently, the study of 3D technologies for the graphical reconstruction of architectural heritage
by prospective IT professionals constitutes a crucial area of research within the broader context of their
professional training.
2. Related work
A substantial body of scientific and pedagogical research has been dedicated to the application of 3D
technologies in the training of prospective IT professionals. The selection of software for 3D modelling
and associated workflows are described by Osadcha and Chemerys [12]. The role of 3D modelling in
architectural design is explored in the works of Borodkin [9], Rumyantsev et al. [10], Rozhko [11].
3D modelling as a tool for design and architecture is indirectly addressed in publications by Danylenko
[13].
Despite this, studies focused on the theory and methods of engineering and graphical education
of students (Holub et al. [14], Korniienko et al. [15], Kuznietsov and Moiseienko [16], Lavrentieva
et al. [17], Modlo et al. [18, 19], Morkun et al. [20], Rashevska and Soloviev [21], Shepiliev et al.
[22, 23], Sitsylitsyn et al. [24], Striuk and Semerikov [25], Striuk et al. [26], Tkachuk et al. [27], Zelinska
et al. [28]. Babkin et al. [29], Chemerys and Osadcha [30], Korotun et al. [31], Lehka and Shokaliuk
[32], Markova et al. [33], Ozhha [34], Osadchyi et al. [35], Semerikov et al. [36], Striuk and Semerikov
[37], Vakaliuk et al. [38, 39, 40], Varava et al. [41] examined the issues of professional training of
prospective IT specialists.
However, the challenge of teaching 3D technologies to prospective IT professionals possesses distinct
theoretical and methodological nuances, as it demands consideration within the context of a specifically
graphical domain. To effectively cultivate students’ practical skills in modelling and printing 3D objects,
it is imperative to integrate the study of such technologies as an essential component of their educational
journey [42, 43].
The intricacies of creating and deploying 3D models of historical architectural objects in educational
settings are investigated in the works of Milkova et al. [44], Maietti et al. [45]. The capabilities of 3D
modelling tools in the computer-based reconstruction of historical and cultural heritage objects are the
focus of studies by Butnariu et al. [46], Kotsiubivska and Baranskyi [47], Riabokon [48].
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Nevertheless, it is important to note that comprehensive scientific approaches to the methodology
of employing 3D technologies in the graphical reconstruction of architectural heritage, as an integral
facet of the professional training of prospective IT specialists, remain underexplored.
Thus, analysis of the literature reveals the necessity for further scientific inquiry into 3D technologies
for the graphical reconstruction of architectural heritage and the development of pertinent guidelines
for training future professionals.
The relevance of this issue led to the articulation of the paper’s objective – to demonstrate the
efficacy of the methodology for teaching prospective IT specialists cutting-edge 3D technologies for the
graphical reconstruction of architectural heritage.
The research object is the process of teaching 3D technologies for the graphical reconstruction of
architectural heritage in the preparation of prospective IT specialists, as exemplified by the creation
and printing of a 3D model of the Parochial Cathedral of St Mary.
The novelty of the research lies in the proposal of a comprehensive methodology for studying the
graphical reconstruction of historical architectural objects. This methodology involves developing
skills in constructing a 3D model of an object based on design technologies in conjunction with image
analysis using parallax estimation from a stereo pair data array of images of the studied objects.
3. Methodology
3.1. Rationale for teaching methods in 3D reconstruction
The experts of the Declaration on the Promotion of the Digitisation of Cultural Heritage recommend the
inclusion of 3D technology skills as part of the core knowledge of IT professionals involved in cultural
heritage restoration [8]. Graphical reconstruction professionals must possess the requisite knowledge
and skills to effectively design a project, preserve raw data, and 3D layouts. To address this need, the
development of training courses for the study of 3D technologies in the context of cultural heritage
preservation or 3D technologies in general is crucial.
Proficiency in employing 3D technologies for the graphical reconstruction of architectural heritage
is a vital component of the professional training of prospective IT professionals, equipping them with
practical skills in 3D technologies that are highly sought after in the contemporary job market.
Therefore, based on the conducted research, we propose a methodology for teaching graphical 3D
reconstruction. This methodology aims to foster a system of theoretical and practical knowledge
among students for designing buildings and structures using modern digital technologies for graphical
reconstruction.
The proposed methodology is grounded in the following principles: systematic and consistent
approach, accessibility, clarity, connection between theory and practice, and a blend of individual and
collective learning.
The principle of a systematic and consistent approach involves the structured formation of knowledge,
skills, and abilities, ensuring that each lesson is interconnected and new knowledge builds upon
previously acquired knowledge while laying the foundation for subsequent learning. Within each
topic, the complexity of the material gradually increases. The logical culmination of the course is the
implementation of a group project, through which students refine and consolidate their knowledge and
experience teamwork.
The principle of accessibility ensures that the forms, methods, and content align with the students’
capabilities and their level of knowledge in the field. Therefore, students should already possess an
understanding of graphics and have learned to construct simple models before progressing to the
modelling of complex objects.
The principle of clarity is directly applied in the classroom: the instructor demonstrates how to build
individual elements in the software, and after a short period, students are assigned the task of replicating
the process. This approach encourages attentiveness to enable task completion and cultivates interest
in the course.
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The principle of connecting theory and practice is realised when students perform laboratory work
or tasks of various types, preceded by the study of relevant theory.
The final principle is the combination of individual and collective learning. It encompasses not only
individual work but also tasks that require group collaboration. This approach facilitates knowledge
exchange among students and fosters active listening skills to efficiently complete assignments.
Considering the alignment with the established objectives, we deem it appropriate to divide the
methodology of graphical reconstruction of architectural objects using 3D technologies into the follow-
ing main stages: analysis, modelling, design, and model printing (figure 1).
Figure 1: Stages of project development.
During the analysis stage, students gather the necessary data about the object and the operations
required to build a 3D model. Solving such problems enables students to develop analytical skills and a
creative approach to object synthesis based on available information.
The modelling stage encompasses the process of creating a 3D model and animation (driving existing
models or adding and moving additional cameras along specific trajectories). At this stage, students
cultivate engineering skills through the utilisation of modern software tools and associated techniques.
The design stage involves texturing and rendering. Solving design problems allows students to
develop the ability to compose objects while adhering to colour schemes, select materials and textures,
choose light sources, and adjust camera angles.
The final stage of the methodology is the production of a model using 3D printing. At this stage, stu-
dents acquire technological skills in working with modern equipment, including setting the parameters
of the 3D printing process, calibrating the printer table, and selecting printing materials.
Thus, we consider it expedient to provide a detailed account of the implementation of each stage
using the example of creating a 3D model of the Parochial Cathedral and to substantiate the effectiveness
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of the proposed methodology.
3.2. Sequence and content of the analytical stage
3D modelling is a distinct domain of computer graphics that incorporates essential tools and techniques
for constructing a model of an object in 3D space. The 3D modelling techniques for a graphical object
comprise the following main cycles: the analytical cycle (collection of input materials; calculation of
object dimensions and parameters) and the modelling cycle (drafting the object form; accumulation,
carving, stamping, etc.).
Currently, 3D modelling finds application in virtually all domains of human activity, including
advertising, marketing, industry, computer games, cinema, architecture, design, and animation. 3D
models of buildings and facilities form an integral part of modern design, serving as the foundation for
creating highly detailed object prototypes.
The stages of constructing 3D models of monuments and landscapes are specific in nature, contingent
upon the defined objectives and selected software. However, the essential components of the method-
ologies are common across different modelling objects. When defining a modelling task, it is crucial
to determine the required level of detail and realism of the final product [49]. The realism of a model
is contingent upon the selected materials for texture mapping onto the object. Virtual 3D modelling
for architectural structures is predicated on solving the task of efficient layout, which is prevalent in
pattern recognition theory.
Presently, there exists a wide array of software tools with varying parameters and applications in
computer graphics. The choice of software is primarily dictated by the task at hand. After identifying
the functions and tools necessary for task completion, it is essential to select the most suitable software
for constructing 3D models.
Architects and designers extensively leverage 3D graphics technologies due to their efficiency and
ease of use in project implementation. To determine the most appropriate software environment,
a survey was conducted among experts in the field and students studying the fundamentals of 3D
modelling. Based on the survey results, the following software products were identified as the most
popular: Blender, 3D Max, SweetHome 3D, SketchUpMake, Pro 100, FloorPlan 3D, ARCON 3D Architect,
ArchiCAD, Maya, LUMION, and Cinema 4D. It is worth noting that SweetHome 3D, 3DS Max, FloorPlan
3D, ARCON 3D Architect, and ArchiCAD are particularly well-suited for architectural applications [12].
As our objective is to construct an object model, we must analyse the aforementioned software to
select the most appropriate tool. The evaluation quality parameters are chosen in accordance with the
ISO 9126:2001 Standard, wherein each characteristic is described by several attributes [13]. In this case,
the criteria include functionality, user-friendliness, efficiency, program interface, and render quality (the
final image after processing) as the most critical parameter. Given that these criteria are not equivalent,
importance factors are assigned to each of them based on their relevance to the defined task (Table 1).
Table 1
Assessment parameters.
Parameter Importance factor
Functionality 3
User-friendliness 2
Efficiency 2.5
Program interface 1.5
Render quality 4
The evaluation is performed on a scale of 1 to 10 points for each parameter based on experience
with similar software. Thus, in assessing the characteristics of software that would be advisable for the
graphical 3D reconstruction of architectural objects, we obtained the following rating results: FloorPlan
3D – 44 points, ARCON 3D Architect – 50, SweetHome 3D – 80, ArchiCAD – 97, and 3ds Max – 135
points.
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According to the rating, it was determined that 3ds Max and ArchiCAD are the most convenient and
effective for graphical 3D reconstruction, offering a user-friendly and efficient workflow. However, the
final model renders produced by the 3DS Max system are of significantly higher quality. Therefore, the
3DS Max environment was chosen to create the Cathedral model, as it possesses all the necessary tools
for rendering with a high degree of realism.
Graphical reconstruction of lost or destroyed architectural objects is a specific type of activity aimed
at studying these objects to restore their appearance at the time of their existence using 3D graphics
tools, guided by preserved documents, plans, or photographs [9, 11].
Graphical reconstruction assumes the absence of precise data on an object from a single data source.
It is employed to restore a lost appearance by means of graphical and documentary data through
collecting and combining information from various sources. As an activity, graphical reconstruction is
conceptualised as a set of operations encompassing data collection, object investigation, and fixation
prior to modelling options of a destroyed architectural monument.
The Parochial Cathedral of St Mary of Perpetual Assistance from the 1950s (hereafter referred to as
the Parochial Cathedral) is one of the lost historical objects of Ternopil that adorned the city centre
at the corner of Ruska and Mitskevich Streets (present-day Shevchenko Boulevard). Photographs and
plans serve as the primary data sources concerning the Cathedral.
The historical and architectural key plan of Ternopil indicates that “the majestic and delicate building
in the neo-Gothic style was striking in its beauty and perfection. The slim tower-spire, soaring 62m
high, hovered over the city as if striving upward into the sky. It was even used as a fire tower, built
upon the project of the famous Lviv architect Professor Theodor Marian Tal‘ovskyi” [50].
Boitsun [51] recounts that “in 1954, there were several days of explosions heard when the Catholic
Church was blasted. In 1959, a supermarket was opened there to celebrate the anniversary of the
October Revolution. Many elements of the Church ornamentation were taken to Poland. Part of the
high reliefs of the sacred procession and the sculpture of Madonna were preserved in the Medium
Church (the Church of the Nativity of Christ)” [51]. Consequently, we consider it of great importance
to restore this architectural monument to preserve Ternopil’s cultural heritage.
3.3. Methodology of the modelling stage
The creation of a 3D model of an object from its two-dimensional projections (photographs), i.e., its
3D reconstruction, is carried out according to the following basic techniques: using design with 3D
scanners, obtaining a sequential series of images of an object from all sides, and using a stereo pair [52].
It is a priori impossible to employ the 3D scanning technique for the graphical reconstruction of lost
historical architectural objects. Therefore, we consider it inappropriate to consider this technique.
Graphical reconstruction by design involves the creation of a digital model using specialised software
products. When creating a model, one can utilise existing drawings or develop new ones. Thus, it
is possible to reproduce various objects that already exist in the real world, create those that have
not yet been built, or carry out a graphical reconstruction of those that have been destroyed. This
reconstruction method provides for modelling in various ways: based on primitives, sections, Boolean
operations, and arbitrary surfaces constructed using various mathematical models.
This method offers several advantages, one of which is construction accuracy. However, for the
reconstruction of lost historical architectural objects, this method requires additional information, as
there are often insufficient drawings and plans of the area and the building. Therefore, it is advisable
to combine it with the method of graphical reconstruction based on a set of images of an object from
different sides.
The method of graphical reconstruction of an object from a set of images uses a sequential series of
its images. In this case, the required percentage of overlap between two adjacent frames should exceed
half, and the minimum number of overlapping frames is equal to three.
The algorithm for implementing this method consists of the following stages:
1) Analysis of photographs of the object under study;
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2) Search for singular points and solution of a system of equations obtained based on a set of data
points;
3) Search for “identical” points on different sets of adjacent images of an object;
4) Calculation of the coordinates of points from the “base” image of the object;
5) Mapping of points in the coordinate system most convenient for object analysis and structure
imposition.
The disadvantage of this method is the need for a large number of photographs for analysis to obtain
high-quality results of graphical reconstruction.
To address the issue of insufficient graphical information based on image analysis, we propose using
the method of graphical reconstruction using a stereo pair. This method is based on obtaining and
processing a set of pairs of images. In this case, the selection of correspondence points, their comparison,
and geometric transformations are carried out. Obtaining a pair or series of images in which parallax
is observed is the main task of this method. To build a 3D model, one needs to perform the following
algorithm of actions: determining the fundamental matrix, finding the corresponding points, building
a point cloud, and texturing. However, the model built using this method cannot be considered a
full-fledged method of graphical reconstruction, as it only constructs a surface view of the object.
Based on the analysis, we have proposed a comprehensive methodology for the graphical reconstruc-
tion of historical architectural objects for the implementation of the modelling stage. This technique
consists of constructing a 3D model of an object based on modern 3D design technologies, using methods
for analysing archival descriptive information and data on a set of images, and processing technology
for a stereo pair data array.
According to our proposed methodology for constructing a 3D model for the graphical reconstruction
of a historical building, it is carried out based on the cyclical execution of the following stages [53]:
1. Search for information to create an accurate model from a set of images.
2. Creation of a model in the 3DS Max software environment.
3. Selection of the correct dimensions and construction of small parts diagrams based on the analysis
of parallax image evaluation.
Thus, the programmed reconstruction process provided for the restoration of the building according
to the data indicated in the sources (description, photographs, drawings), as well as based on certain
parameters according to the comparison of descriptions and data on the construction technologies of
cathedrals of that time. The construction of a 3D model is based on a stereo pair layout of the image of
the destroyed Parochial Cathedral.
To restore the spatial configuration of objects, a parallax estimation of images was carried out. The
principle of this assessment is that after processing a pair of stereo images, for each element of the
left image, the corresponding element is found on the right image. The difference in the horizontal
coordinates of the corresponding points (parallax) qualitatively reflects the distance to the image point
[48].
Data collection involves searching for cartographic materials as well as images and texts to facilitate
the accomplishment of the set task. Digital data are preferable, followed by vector and raster images.
While searching for information, we use a photograph of the Parochial Cathedral with sharp images of
elements of the architectural object to create its precise model (figure 2).
In applying 3D modelling methods, special attention is paid to geometrical modelling considering the
type of the modelled object (engineering, design, architectural, etc.) and the technology applied [54].
Guided by a detailed analysis of over 20 photographs of the Cathedral and its layout, we build a 3D
model of the object. Thus, the above-described procedures result in a primary platform for the model.
The next actions are aimed at editing the forms of the basis according to the available photographs.
After completing a detailed analysis of sizes and architectural features, we make amendments using
relevant 3DS Max tools [55]. After that, the building acquires a more realistic appearance. The complex
character of building the model involves numerous fine details, their asymmetry, and location in different
planes.
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Ihor V. Hevko et al. CEUR Workshop Proceedings 85–101
Figure 2: Analysis of the spatial configuration and details of the Parochial Cathedral of St Mary.
Next, we perform detailed processing of walls and domes. To reduce labour-intensive procedures of
model building, repeated details like windows can be copied and dragged to the required location. If
resizing the element, its plane, or angle is needed, it can be done using the functions of the software
environment.
3.4. Implementation of the design stage
For the sake of convenience, we apply appropriate functions for revolving and moving the model. Thus,
after completing a series of actions and operations, we obtain a 3D model of the Parochial Cathedral.
To make the image of the model more realistic, we perform its rendering.
Rendering is responsible for applying various special effects, detailing, and fine-tuning components.
A texture map is also prepared. First, materials are assigned, after which parameters such as roughness,
reflection, and transparency are set. Additionally, light sources and cameras are positioned. So, at this
stage, the 3D visualisation settings are clarified and adjusted.
The primary and resulting 3D models of the cathedral after the stage of analysing the dimensions
and features of the architecture are shown in figure 3.
Before creating a printed miniature of the 3D model, we should analyse and adjust it properly. As the
target result of modelling is a printed miniature, the built model should be exported into the STL format.
It is worth noting that due to the intensive development of 3D printing, most specialised programs
support this feature. This type supports 3D objects by preserving them as a bulk of triangular data
describing a surface.
3.5. Sequence and content of the 3D printing stage
The first stage of preparing the model for printing involves analysing the 3D model geometry, which
includes testing for open spaces in the polygonal net, displacement of polygons, and defects in geometry.
The next stage includes an analysis of all parameters, sizes, and their conformity with printing
materials. As the built 3D model has the dimensions of a real-life building, it requires scaling to create
its printable miniature (figure 4).
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Ihor V. Hevko et al. CEUR Workshop Proceedings 85–101
Figure 3: The primary and resulting 3D models of the Parochial Cathedral.
Figure 4: Adjusting the model sizes for printing.
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Ihor V. Hevko et al. CEUR Workshop Proceedings 85–101
Nowadays, there is a great variety of software for 3D printing, among which one should mention
Cura, CraftWare, Slic3r, 3DTin, and Repetier-Host. These software products are quite widespread due
to their advanced features and relative complexity.
Yet, guided by convenience and a relatively user-friendly interface, we apply Cura, which, apart from
standard editing tools, printing quality adjustment, and material parameters, includes functions for
calculating the weight of the end item, its print time, etc. [56].
Basic settings of technological parameters include printing quality, filling, printing speed and tem-
perature, parameters of printing support, and plastic threads. When setting the parameters of printing
quality, the most essential one is the layer height (mm), determined by the nozzle diameter, and it
should not exceed half of it.
Shell thickness (mm) determines the thickness of the printing walls of thin-walled objects or objects
with a reduced infill ratio. Shell thickness is determined by corresponding geometrical parameters of
an object. For small models, a thickness of 10–30 mm is optimal.
Economic factors of plastic consumption are determined by fill density (%). In most cases, the infill
ratio is 10%, yet, for inflexible models and considering structural features of a model, the infill ratio can
reach 100%. However, printing time increases greatly.
Settings of print speed and temperatures enhance the qualitative and technological parameters of
printing. The most significant parameter is print speed, which determines nozzle movements. As our
model has many fine details, the set speed is 30 mm/sec to ensure printing accuracy. This is because
high print speed affects its quality due to vibration efforts on the supporting frame of a printer and
accelerated wear of drive elements.
The technology also provides for printing auxiliary model elements (not specified in geometry)
considering the lack of possibility to form plastic mass in the air. This support is possible for both
individual model elements (support type) and its platform (platform adhesion type). In this case, we
select the Brim function to provide high-quality printing of model elements that are overhanging (the
roof, domes). The programme creates additional supports for these elements.
After setting the required parameters to make a miniature, the file is sent to the printer with an
automatically formed G-code, and the approximate print time and the amount of required material are
determined.
Figure 5 presents a printed model of the Parochial Cathedral based on the suggested 3D modelling
technology, the advantages of which are availability and low costs of produced models.
The methodology for creating the 3D model and printing the layout of the Parochial Cathedral has
been carried out by specialists of the Innovative Centre for 3D Technologies of Design and Production,
which operates on the basis of the Chair of Computer Technologies of the Ternopil Volodymyr Hnatyuk
National Pedagogical University.
Some specific features of the developed model indicate possible further application of the methods to
reconstruction activity in order to preserve the city and the state’s cultural heritage.
4. Evaluation of the proposed methodology
Our research on improving the methodology for teaching the construction of 3D models of historic
architectural objects was based on the proposed algorithm for performing architectural and spatial
shaping in the process of reproducing a historic object.
In the process of teaching prospective IT specialists 3D technologies, we focused on the use of a
comprehensive methodology for studying the graphical reconstruction of historical architectural objects.
This methodology consists of the formation of skills in constructing a 3D model of an object based on
design technologies according to image analysis using parallax evaluation of the data array of stereo
pairs of images of the studied objects.
The proposed technique forms certain preliminary skills in students for the implementation of
graphical reconstruction, which are important for their future professional activities. To substantiate
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Ihor V. Hevko et al. CEUR Workshop Proceedings 85–101
Figure 5: The printed miniature of the Parochial Cathedral of St Mary of Perpetual Assistance.
the effectiveness of the proposed technique, an experimental study was carried out. In the course of the
study, methodological support was developed for conducting a cycle of laboratory studies.
Carrying out such a study helped to ascertain the effectiveness of the proposed methodology and
create conditions for the introduction of positive achievements into the educational process.
A pedagogical experiment to test the effectiveness of the methodology for the formation of graphical
reconstruction skills in prospective IT specialists covered 27 students of the “Professional Education
(Computer Technologies)” specialty. The distribution of students for the experiment was as follows: the
experimental group (EG) consisted of 14 students, and the control group (CG) consisted of 13 students.
The research consisted of the introduction of the proposed methodology into the educational process of
the EG, while the CG studied according to the traditional method.
All participants in the experiment were familiar with the purpose of the experiment and provided
personal consent to participate. To test the effectiveness of the methodology, diagnostic tools were
developed in the form of indicators, which were used to track a positive result in the formation of the
skills of prospective IT specialists to carry out graphical reconstruction.
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Ihor V. Hevko et al. CEUR Workshop Proceedings 85–101
These indicators were: 1) knowledge about the technique of graphical reconstruction and the neces-
sary tools; 2) knowledge of methods of geometric spatial design; 3) the ability to use software tools for
building 3D models; 4) the ability to use image analysis technologies based on stereo pairs and parallax
assessment; 5) knowledge of 3D printing technology.
These indicators made it possible to characterise four levels of skills of prospective IT specialists to
carry out graphical reconstruction:
1) Low (characterised by low motivation to use graphical reconstruction technologies in professional
activity and creative self-realisation; lack of geometric design skills; elementary theoretical and tech-
nological training in the use of specialised software for solving problems of graphical reconstruction
and 3D printing; fragmented ability to analyse graphic information);
2) Medium (characterised by a limited interest in graphical reconstruction technologies and in the use
of computer visualisation tools, partial skills to analyse graphic information and a situational desire
to introduce software tools for the design of spatial objects in professional activities and the need
for additional motivation, mediocre theoretical and technological training in the use of 3D printing);
3) Sufficient (characterised by significant motivation for the use of graphical reconstruction technologies
and spatial modelling tools in professional activities, thorough training in the use of specialised
software for solving typical tasks of graphical reconstruction and 3D printing, understanding of the
process of analysing graphic information using arrays of digital data, readiness to reproduce typical
models of graphical reconstruction);
4) High (characterised by a conscious and reasoned motivation for the use of graphical reconstruction
technologies and spatial modelling tools in professional activities and for creative self-realisation,
thorough training in the use of specialised software for solving creative problems of graphical
reconstruction and 3D printing, the ability to evaluate graphic information and analyse digital
data arrays corresponding to a graphical representation of a spatial object, formed by a sense of
willingness to create their own models of graphical reconstruction).
Methods for determining achievements for the selected indicators were as follows:
1. Knowledge about the technique of graphical reconstruction and the necessary tools was tested
with an appropriate set of test tasks.
2. Knowledge of methods of geometric spatial design was verified by tests.
3. The ability to use software tools for building 3D models was tested by executing a project.
4. The ability to use image analysis technologies based on stereo pairs and parallax assessments
was tested by an individual task.
5. Knowledge of 3D printing technology was tested with an individual assignment.
During the experimental study, there were significant changes in the relationships between the
knowledge levels of students in the control and experimental groups, which are reflected in table 2.
Analysis of the results of the experimental study showed that the quality of knowledge in the
experimental group increased by 23.1%, and in the control group by only 14.3%. The average score
increased accordingly: ∆𝜇 (EG) = 6.9; ∆𝜇 (CG) = 1.4. The dynamics of changes in the quality of
knowledge of students from the EG and CG is presented in figure 6.
Consequently, conducting an experimental study using the proposed methodology proved its effec-
tiveness in the educational process of prospective IT specialists. Thanks to the atypical approach to
learning, a relaxed atmosphere is created, which contributes to better assimilation of the material.
5. Conclusions and future work
Graphical reconstruction of historical architectural objects is made possible by new technologies of 3D
graphics, modelling, and design in specialised computer environments. The developed method of 3D
technologies for graphical reconstruction is exemplified by the modelling of the Parochial Cathedral of
St Mary of Perpetual Assistance from the 1950s.
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Ihor V. Hevko et al. CEUR Workshop Proceedings 85–101
Table 2
Dynamics of the level of knowledge of students.
Knowledge level
High Sufficient Medium Low
Total number of students
Grade Point Average, 𝜇
Number of students
Number of students
Number of students
Number of students
Experiment stage
Group
% % % %
I 78.7 4 28.6 5 35.7 4 28.6 1 7.1
CG 14
II 80.1 5 35.7 6 42.9 3 21.4 1 7.1
I 75.3 3 23.1 5 38.5 3 23.1 2 15.3
EG 13
II 82.2 5 38.5 6 46.2 2 15.3 0 0
Figure 6: Dynamics of the quality of knowledge.
The proposed method of training in graphical 3D reconstruction is based on the principles of
systematicity and consistency, accessibility, clarity, connection between theory and practice, and a
combination of individual and collective learning. The stages of the proposed methodology (analysis,
modelling, design, model printing) are based on a general methodology, taking into account individual
specifics, depending on the tasks to be solved, the selected software, and the required degree of detail
and realism.
Determination of the spatial configuration of objects provides for the restoration of the building
according to the data indicated in archival sources, as well as based on determined parameters according
to the comparison of descriptions and data on the construction technologies of cathedrals of that epoch.
A comprehensive method for the graphical reconstruction of historical architectural objects is
proposed. This method consists of constructing a 3D model of an object, based on a combination of
design techniques using modern 3D technologies, methods for analysing archival descriptive information
and data from a set of images, and processing technology for a stereo pair data array of images of a
destroyed cathedral.
3ds Max is selected to build a 3D model of the object to enhance high accuracy, speed, and granularity
of fixing complex sets, providing efficient tools for working with bulk data that incorporate new
achievements in information technologies.
Detailed analysis of images and determined sizes provides the basis for the 3ds Max model, which is
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then edited by relevant tools to make it more realistic. The complex character of building the model
implies its numerous fine details, their asymmetry, and location in different planes.
Creating a printed model of a 3D model requires its analysis and adaptation to 3D printing based on
testing the model for the presence of open spaces in the polygonal mesh, defects in the geometry, and
checking for compliance with the print materials. To build a printed model of the Cathedral, guided by
criteria of convenience and a user-friendly interface, the Cura software environment is applied.
The presented teaching methodology provides for the formation of a system of theoretical and
practical knowledge in students in the process of designing model buildings and structures using
modern digital technologies of graphical 3D reconstruction.
To substantiate the effectiveness of the proposed technique, an experimental study was carried
out, during which the developed methodological support was tested. An analysis of the results of
the experimental study showed that the implementation of the proposed methodology contributes to
the high-quality training of prospective IT specialists. Carrying out such research helped to create
conditions for introducing positive achievements into the educational process.
Prospects for further research are defined in two directions:
1) Methodical: development of the training course “Graphical Reconstruction of Architectural Objects”
and its introduction into the educational process of the “Professional Education (Digital Technologies)”
specialty;
2) Technological: reconstruction of the Cathedral interior that would enable the creation of a virtual
historical museum of the architectural monument. However, this problem requires auxiliary data on
the Parochial Cathedral of St Mary of Perpetual Assistance and remains unsolved to date.
Declaration on Generative AI: The authors have not employed any Generative AI tools.
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