• Journal of Intelligence and Information Systems
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• v.29 no.4
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• pp.207-228
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• 2023

After COVID-19, organizations have widely adopted platforms such as zoom or developed their proprietary online real-time systems for remote work, with recent forays into incorporating the metaverse for meetings and publicity. While ongoing studies investigate the impact of avatar customization, expansive virtual environments, and past virtual experiences on participant satisfaction within virtual reality or metaverse settings, the utilization of the metaverse as a dedicated workspace is still an evolving area. There exists a notable gap in research concerning the factors influencing the performance of the metaverse as a workspace, particularly in non-immersive work-type metaverses. Unlike studies focusing on immersive virtual reality or metaverses emphasizing immersion and presence, the majority of contemporary work-oriented metaverses tend to be non-immersive. As such, understanding the factors that contribute to the success of these existing non-immersive metaverses becomes crucial. Hence, this paper aims to empirically analyze the factors impacting personal outcomes in the non-immersive metaverse workspace and derive implications from the results. To achieve this, the study adopts the Embodied Social Presence (ESP) model as a theoretical foundation, modifying and proposing a research model tailored to the non-immersive metaverse workspace. The findings validate that the impact of presence on task engagement and task involvement exhibits a moderating effect based on the metaverse platform used. Following interviews with participants engaged in non-immersive metaverse workplaces (specifically Gather Town and Ifland), a survey was conducted to gather comprehensive insights.

• Journal of Korea Game Society
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• v.22 no.1
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• pp.65-76
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• 2022

What difference does the metaverse experience have from the real world? This study investigated the effect of space size and dialogue topic on metaverse user experience. The results from a 3(space size: reality vs. metaverse in an open room vs. metaverse in a closed room) x 2(dialogue topic: positive vs. negative) mixed factorial design experiment (N = 75) revealed statistically significant effects of space on responsiveness, and dialogue topic on closeness. This result implies that designing metaverse for non-immersive devices should include careful considerations regarding the characteristics of the user's real space.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.367-376
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• 2022

In this study, the user experience was analyzed from the learner's point of view, focusing on the metaverse platform 'Spatial'. SUS(System Usability Scale) was used to evaluate the usability of the metaverse platform 'Spatial' in a college class, and the Magnitude estimation technique was used to evaluate the immersion and satisfaction with the class. In addition, a questionnaire survey was used to collect user experience opinions on the use of 'Spatial' as a teaching tool. Looking at the usability evaluation results of the 'Spatial' system, the students evaluated the usability, immersion, and satisfaction quite positively. Looking at the user experience of metaverse platform 'Spatial', it was found that students highly valued Metaverse as an educational tool that can provide a place for many people to gather and communicate even in a non-face-to-face space. Compared to other online platforms, metaverse has advantages in ease of use, interaction, immersion, and interest. In particular, in addition to keyboard, touch, and display, interaction using the five senses such as voice, motion, and gaze was recognized as a great advantage. On the other hand, it was found that high openness, freedom, and interest factors can both promote learning and inhibit learning. Nevertheless, it is judged that the metaverse platform 'Spatial' can be effectively applied in college classes because it enables various interactions between instructor and learner or between learner and learner.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.540-547
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• 2022

Online education is a major trend in the future education change and the COVID-19 pandemic has further accelerated the process. Online education has become an important part of the modern education system because of its stability and continuity. However, the disadvantages of traditional online education can reduce users' experience, thus upgrading online education is the key to future education. Metaverse, as a new platform for online education, redefines the occurrence space of online education, changes the teaching mode and learning and evaluation methods of online education, and shows its development potential. This research analyzed the characteristics of Metaverse and its technological development status, and then proposed an intelligent online education environment construction scheme based focused on Metaverse of art education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.581-583
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• 2022

우리나라 교육통계에 따르면 외국인 가정 및 국제결혼 가정의 자녀 수는 138,227명에 달하며(교육부, 2020), 결혼이민자는 169,005명에 이른다(법무부, 2022). 이들 중 대다수는 의사소통의 어려움을 호소하며, 의사소통 문제는 학교 및 사회생활 부적응으로 이어진다. 이에 대하여, 지방자치단체와 다문화 유관기관 등에서 다양한 한국어교육 프로그램을 진행하고 있지만, 대부분이 단편적인 학습지 교육이나 문화 체험 수업에 그치거나 코로나19 등으로 인하여 수업이 중단되는 등 효과적이고 체계적인 교육이 제공되지 못하고 있는 실정이다. 본 연구에서는 한국에서 적응하고 생활해야 하는 다문화 가정 구성원들을 대상으로 한국어교육을 체계적으로 실시하기 위해 가상현실(VR)을 활용한 교육 프로그램을 제안한다. 이는 시공간의 제약을 받지 않아 일반 교재나 PC 활용 수업에 비해 접근성이 좋고 실재감과 몰입감을 높여 학습자의 흥미와 참여도를 향상시킬 수 있다. 특히 다자간 동시 참여가 가능한 메타버스 공간에서는 학습자 간 활발한 상호작용 및 소통이 가능하여 언어 능력과 더불어 사회 적응력을 기르는 데에 기여할 수 있다.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.535-541
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• 2022

Zoom has been most popularly used as a non-face-to-face online class tool since COVID19, but due to the recent spread of the metaverse, the use of the metaverse platform is increasing. In particular, since a metaverse platform 'Spatial' provides online classroom creation and various learning functions, and various interactions between instructors and learners or learners and learners are possible, it is highly likely to be used in university classes. Since Zoom and Spatial each have their own strengths and weaknesses for the purpose of class use, it is necessary to find out the strengths and weaknesses of each by comparing and analyzing the learner's experience in class use. In this study, a quantitative analysis of usability, immersion, and satisfaction and a qualitative analysis of individual opinions were performed in order to compare and analyze the learner's experience. SUS (System Usability Scale) was used for usability evaluation, and Magnitude Estimation method was used for immersion and satisfaction evaluation. Thirty-five people who had participated in classes using Zoom and Spatial participated as subjects in this study. Zoom was higher than Spatial at the significance level of 0.05 in usability and satisfaction. On the other hand, the immersion in class was higher in Spatial than in Zoom. Since Spatial provides online classroom creation and various learning functions, and provides various interactions and fun elements between instructors and learners or learners and learners, the immersion in classes was high. If the user interface and interaction of Spatial are improved in the future, it is judged that it can be used as an effective online teaching tool that can replace zoom in university classes.

• Knowledge Management Research
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• v.23 no.2
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• pp.15-35
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• 2022

With the development of virtual and augmented reality technologies, the metaverse, a digital world that provides an immersive feeling like the real world, is overgrowing. Many IT companies such as Naver, Facebook (Meta), and NVIDIA are developing innovative technologies and launching the Metaverse platform and related products on the market. However, even though it is a new business in which many global big tech companies are aggressively investing, the results are not yet precise compared to the market expectations, and the rate of increase in the number of users is gradually slowing down. This can be attributed to the lack of consideration and understanding about how to grow the metaverse ecosystem and operate & harmonize various users/components from the time the metaverse platform was designed. In order to propose a better solution to these problems, this study adopts the yin-yang and five elements theory, which was created to understand the operation logic and logic of the human world for thousands of years. This research would like to propose a theory of double lines-five elements by defining two essential spaces of the metaverse platform, online and offline, and five essential elements constituting the metaverse platform. This study intends to provide a theoretical lens on how to design and operate a platform through the double lines and five elements theory and the concept of coexistence and polarity between the five elements.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2022.06a
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• pp.246-249
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• 2022

최근 들어 세계적으로 크게 관심을 받는 메타버스 및 몰입형(가상현실, 확장현실, 및 라이트필드) 콘텐츠 서비스의 응용 범위를 확대하기 위해서는 3D 객체의 실시간 전송을 위한 압축 기술이 필요하다. ISO/IEC 23090 MPEG-I Part 5 로 2021 년 표준화 완료된 V-PCC (Video-based Point Cloud Compression)는 이러한 산업계의 관심 및 필요에 의해서 국제 표준화된 동적 3D 포인트 클라우드 객체 부호화 기술이다. V-PCC 기술의 압축 성능은 기존 산업계 기술에 비해 매우 우수하나, 부호화기의 연산 복잡도가 매우 높다는 단점을 가지고 있다. 본 논문에서는 V-PCC 부호화기에서 가장 높은 연산 복잡도를 갖는 법선 추정 알고리즘의 결합 고속화 기법을 제안한다. 법선 추정은 2 개의 알고리즘으로 구성되어 있다. 첫번째는 "방향을 무시하는 법선 추정 알고리즘(normal estimation)"이고, 두번째는 첫번째 알고리즘에서 추정된 법선들을 대상으로 하는 "법선 방향 추정 알고리즘(normal orientation)"이다. 본 논문에서 제안하는 고속화 기법은 2 개 알고리즘을 결합하여 첫번째 법선 추정 알고리즘에서 획득한 부가 정보를 두번째 법선 방향 추정 알고리즘에서 활용함으로써 연산량을 대폭 줄이고, 또한 법선 방향 추정 알고리즘 내의 우선순위 큐 자료구조를 변경하여 추가적인 고속화를 달성한다. 7 개 테스트 영상에 대한 실험 결과, 압축 효율 저하 없이 법선 방향 추정 알고리즘의 속도를 평균 89.2% 향상시킬 수 있다.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.35-57
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• 2022

This study developed an 'Eco-friendly Clothing Life Cycle' class applying gamification. And the effect of and learners' satisfaction on the class were examined after implementation. The developed class was applied to 40 sophomore students from "A" high school in Gyeonggi-do from February 3, 2022, to February 10, 2022, in a total of 4 sessions. The class was conducted in the stages of production-distribution-consumption-disposal, and was conducted in a way that a mission is solved after learning in Gather Town. It is designed so that learners continuously repeat learning until they accomplish the mission. The learners completed pre-class and post-class questionnaires. And a focus group interview was conducted with a randomly selected group of three learners. According to the pre-/post-class test comparison, the gamification class on the theme of "Eco-friendly Clothing Life Cycle" was found not to have a significant effect on learners' immersion or self-directed learning attitudes. However, in the case of the learners with high levels of non-immersion tendency, the level of immersion in the class increased, and the satisfaction level was positively associated with the level of immersion and self-directed attitude. Learners expressed 'concern' and 'expectation' about the gamification class, and said that although the developed class was using a 'new teaching method', 'appropriate use' was necessary. And learners were evaluated this class as a 'student-centered class' and acknowledged that it allowed 'self-directed learning'. The teacher who implemented the class said that this class was more effective in attracting students' expectations and interests compared to the conventional classes, and that the class in the meta-verse environment was perceived as a new type of class in the non-face-to-face era. The teacher also mentioned that when applied to the actual educational field, a detailed design is needed that allows the learners to proceed smoothly, and the role of the teacher in the class was more important. And the teacher also mentioned that the class should be properly designed so that the expectations given by the 'game' do not obscure the essence of the class.