• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.47-49
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• 2009

본 논문은 기존의 가상현실을 이용하여 환경교육용 프로그램과의 차별성을 두어 단순히 가상현실을 이용한 전통문화 체험학습이 아닌, 조선시대의 자연환경과 주거환경 모습을 가상현실로 재현하고 각계 전문가의 고증을 통해 작성된 시나리오를 바탕으로 사용자 스스로 현재의 자연환경 변화의 모습과 조선시대의 환경변화 모습을 비교 학습하고 원인과 해결방안을 모색 할 수 있는 환경교육용 가상체험 프로그램을 제작하는데 그 목적이 있다.

• Proceedings of the KAIS Fall Conference
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• 2010.05a
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• pp.569-571
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• 2010

본 논문은 기존의 가상현실을 이용하여 환경교육용 프로그램과의 차별성을 두어 단순히 가상현실을 이용한 전통문화 체험학습이 아닌, 조선시대의 자연환경과 주거환경 모습을 가상현실로 재현하고 각계 전문가의 고증을 통해 작성된 시나리오를 바탕으로 사용자 스스로 현재의 자연환경 변화의 모습과 조선시대의 환경변화 모습을 비교 학습하고 원인과 해결방안을 모색 할 수 있는 환경교육용 가상체험 프로그램을 제작하는데 그 목적이 있다.

• Proceedings of the KAIS Fall Conference
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• 2010.11a
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• pp.209-211
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• 2010

본 논문에서는 기존의 환경교육용 프로그램과의 차별성을 두어 단순한 가상현실을 이용한 전통문화 체험학습이 아닌, 조선시대의 자연환경과 주거환경 모습을 가상현실로 재현하여 사용자 스스로 현재의 자연환경과 조선시대의 환경변화 모습을 학습하고 원인과 해결방안을 모색 할 수 있는 3D 환경교육용 콘텐츠를 설계 및 구현하는데 그 목적이 있다.

• The KIPS Transactions:PartB
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• v.15B no.2
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• pp.95-102
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• 2008

The interactive virtual reality technology has used in scientific inquiry learning since it can overcome the restriction of real world and it draws user's interest and foster active participation. However, prior works are mostly designed for a specific inquiry learning lesson and it is quite difficult to use them for constructing other inquiry learning environments. Hence, we developed the integrated virtual reality system, SASILE (System for Augmenting Scientific Inquiry Learning Environments), that helps ease the development of the scientific inquiry learning environment. In this paper, we first describe the related works on supporting VR scientific inquiry learning systems, followed by the SASILE system architecture and implementation. Then, we illustrate the use of this system to develop a Virtual Moyangsung application for teaching a scientific structure of Korean traditional house by exploring and observing the convection currents as well as a Mars Rover application for estimating the asteroid impacts on Mars by measuring rock properties. Finally, we will discuss the future research directions for this system.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.1-8
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• 2021

This experimental study was to examine the impact of collaborative learning in a virtual environment on students' learning outcomes and satisfaction. The collaborative virtual learning environment was created for a Korean history class for high school students. A total of 119 participants were recruited and were randomly assigned to either "collaborative group" or an "individual group." Students' academic achievements and satisfaction were collected as measurement tools to examine the effect of collaborative learning in the virtual learning environment and collected data were tested by independent sample t. The results showed that participation in collaborative groups had a significant positive effect on academic achievement and satisfaction than individual groups.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.10
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• pp.1835-1844
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• 2007

Recently there have been some positive evidences on the effects of learning in a virtual environment. However, most of these educational VR systems were not deeply considered in the design of drawing a learner's attention on lesson contents, which would help enhance retained memory. Hence, a study was conducted to measure 17 subjects' attention states using EEC, ECG, GSR, and eye-tracking and their behaviors while they were given guided search task or exploration task in a virtual environment consisting of five major events. It also analyzed the subject's remembered items after their VR experiences using a surrey. This paper Int describes an overview of the ocean virtual environment used in this study, and it then explains the experimental design, apparatus, and method. It will also discuss the results by a detail analysis (in a whole VR session as well as event-related 10-second 33 sub-sessions) with the subjects' attention states and their retained memory after the learning.

• Journal of The Korean Association of Information Education
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• v.12 no.4
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• pp.417-425
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• 2008

The purpose of this study is to explore the educational potential of digital story telling in Second Life with three-dimensional virtual reality. Virtual reality such a Second Life can provide to learner chance with the rich learning environment through fidelity. In this study, we have been measured the fun and comprehension among three groups on digital storytelling types. Through the result of experimental, comprehension was no significant but fun was different among three groups on storytelling. we have the result that experiential activity in virtual reality that provide to get the identification as a main character, good environment is influenced the fun to learner via engagement facilitation.

• Informatization Policy
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• v.31 no.1
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• pp.32-52
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• 2024

This study investigates the effectiveness of virtual reality agents as foreign language instructors with focus on the impact of different native language backgrounds and instructional roles. The agents were first distinguished as native or non-native speakers treated as a between-subject factor, and then assigned roles as either teachers or salespersons considered within-subject factors. An immersive virtual environment was developed for this experiment, and a 2×2 mixed factorial design was carried out. In an experimental group of 72 university students, statistically significant interactions were found in learning satisfaction, memory, and recall between the native/non-native status of the agents and their roles. With regard to learning confidence and presence, however, no statistically significant differences were observed in both interaction effects and main effects. Contextual learning in a virtual environment was found to enhance learning effectiveness and satisfaction, with the nativeness and the role of agents influencing learners' memory; thus highlighting the effectiveness of using virtual reality agents in foreign language learning. This suggests that varied approaches can have positive cognitive and emotional impacts on learners, thereby providing valuable theoretical and empirical implications.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.7
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• pp.1303-1311
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• 2009

This paper describes a new visual VR authoring tool called DEVISE (Drawing Environment for VR-based Inquiry-learning Science Education) which is designed to support scientific inquiry learning. DEVISE allows users with no programming expertise to easily build the science inquiry learning VR contents by using 2D drawing interface to place 3D objects and specify properties of the virtual worlds or objects. This paper first describes the related works of VR authoring tools and inquiry learning virtual environments. It also explains SASILE, an integrated virtual environment system for supporting science inquiry learning, and its problems. Then, it describes DEVISE system components and its workflow, and it discusses the observation results of user evaluations of developing science inquiry-learning VR contents.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.373-379
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• 2023

With the 4th Industrial Revolution, VR/AR technology is developing, and since COVID-19, the use of VR/AR technology is increasing and is being used in various environments. In particular, AR technology can be used in various educational fields and the perception of VR in the educational field and learning satisfaction, problem-solving ability, and self-directed learning ability when using VR were analyzed. It was analyzed that perception of VR and learning satisfaction had a significant correlation at the significance level of 0.001, and problem-solving competency had a significant correlation between learning satisfaction and self-directed learning ability at the significance level of 0.05.