Digital media and learning initiatives for virtual collaborative environments are contributing to the definition of new (sub-)disciplines in archaeological and heritage sciences. New nomenclature and terminology is emerging such as cyber archaeology, cyber archaeometry, virtual worlds and augmented and immersive realities; and all of them are related to museums and cultural heritage—tangible, intangible or natural (Forte 2010; Liritzis et al. 2015).

In the field of cultural heritage, three-dimensional (3D) reconstruction of monuments is a usual activity for many professionals. The aim in this paper focuses on the new technology educational application combining science, history, and archaeology. Being involved in almost all stages of implementation steps and assessing the level of participation, university students use tools of computer gaming platform and participate in ways of planning the virtual environment which improves their education through e-Learning. The virtual 3D environment is made with different imaging methods (helium-filled balloon, Structure for motion, 3D repository models) and a developmental plan has been designed for use in many future applications. Digital tools were used with 3D reconstructed buildings from the museum archive to Unity 3D for the design. The pilot study of Information Technology work has been employed to introduce cultural heritage and archaeology to university syllabuses. It included students with a questionnaire which has been evaluated accordingly. As a result, the university students were inspired to immerse themselves into the virtual lab, aiming to increasing the level of interaction. The results show a satisfactory learning outcome by an easy to use and real 3D environment, a step forward to fill in needs of contemporary online sustainable learning demands.

The cyber archaeometry concerns a new virtual ontology in the environment of cultural heritage and archaeology. The present study concerns a first pivot endeavor of a virtual polarized light microscopy (VPLM) for archaeometric learning, made from digital tools, tackling the theory of mineral identification in archaeological materials, an important aspect in characterization, provenance, and ancient technology. This endeavor introduces the range of IT computational methods and instrumentation techniques available to the study of cultural heritage and archaeology of apprentices, educators, and specialists. Use is made of virtual and immersive reality, 3D, virtual environment, massively multiplayer online processes, and gamification. The VPLM simulation is made with the use of Avatar in the time-space frame of the laboratory with navigation, exploration, control the learning outcomes in connection to the archaeometric multisystem work. The students evidently learned to operate the VPLM following operations made via visual and home-made scripting, gaining experience in synergy, teamwork, and understanding. The resulting meaningful effects of the cyber-archaeometry with virtual operations and virtual hands, texts, and video equip students especially for e-learning with the required basic knowledge of mineralogical examination, which help to understand and evaluate mineral identification from material culture and provides readiness and capacity, which may be refined in a real polarized light microscopy (PLM) environment.