Exploring funerary heritage through augmented reality: A training application for the micro-excavation of funerary urns in the laboratory

• AR for micro-excavation of funerary urns in the laboratory for archaeology students. • High-fidelity AR replicas of urns, bones, and grave goods were digitally created. • AR enables safe, hands-on practice with fragile, scarce archaeological items. • AR bridges theory and practical archaeological training. • AR supports effective learning with low workload and excellent user experience. The excavation of funerary urns is a delicate and complex archaeological task that demands both technical skill and cultural sensitivity. However, hands-on training with real urns is limited due to their fragility and scarcity. This research presents the design, development, and evaluation of a novel augmented reality (AR) application that simulates the micro-excavation of funerary urns in the laboratory for archaeology students. The AR application digitally replicates authentic archaeological objects and excavation procedures, creating an immersive learning environment that preserves the integrity of original artifacts. By digitalizing real archaeological materials, our approach ensures high fidelity and accuracy, allowing students to engage with realistic replicas that enhance both educational value and cultural heritage preservation. The application was developed within the context of the European project ArchaeoPills, focused on practical archaeological training in higher education. The application was validated in an international archaeology course attended by 19 students. The following conclusions are drawn from the data obtained in the study and subsequently analyzed. The AR application effectively supported knowledge acquisition. The students reported a low perceived workload and an excellent user experience. The results for all of the variables analyzed were independent of gender and age. Correlation analysis shows that: (1) higher workload is associated with lower user experience; (2) cognitive and emotional strain (e.g., frustration, effort) reduces presence; and (3) presence increases with lower frustration, greater usability, and balanced cognitive demands. Our proposal bridges theoretical knowledge and practical experience while promoting cultural heritage through hands-on, repeatable training. The findings highlight the potential of AR to transform archaeological education and promote wider cultural heritage dissemination and conservation.