• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.191-201
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• 2020

This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.375-383
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• 2020

In this study, we investigated the effects of the multiple representation-based learning strategies using augmented reality in terms of students' conceptual understanding, achievement, and enjoyment of science lessons. 136 8^th-grade students in a coed middle school were randomly assigned to the treatment and the control group. The students learned the concept of the particulate nature of matter related to the properties of substances for four class periods. The multiple representation-based learning strategies designed to facilitate the connecting and integrating representations provided from augmented reality were developed and administered to the students of the treatment group. Results of two-way ANCOVA revealed that the scores of a conceptions test and enjoyment of science lessons test of the treatment group were significantly higher than those of the control group, regardless of their prior science achievement. In a conceptions test, there was a significant difference in the concept of preservation of particles. However, the difference was not statistically significant in the concept of distribution and motion of particles. In terms of an achievement test, there was a significant interaction effect by their prior science achievement. The scores of low-level students were significantly improved, but the effects were not significant to high-level students. On the bases of the results, educational implications for effective teaching and learning using augmented reality are discussed.

• Journal of Multimedia Information System
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• v.8 no.4
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• pp.295-300
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• 2021

Recent advances in Internet-of-Things and wearable computing have established computationally sufficient infrastructure to remove the barriers of physical locations. The recent COVID-19 pandemic has accelerated the use of remote collaboration, work-from-home, teleconferencing, online education, digital twin, and metaverse enriched with various configurations of augmented reality, virtual reality, mixed reality, and extended reality. Beyond specialized niche wearable applications in the medical and entertainment domains, we aim to identify the underlying characteristics of smartglass-enabled killer applications for everyday use. In this paper, we analyze intermediary roles in remote collaboration consisting of authoritative supervisors, synergetic collaborators, and speculative explorers. We also propose technical components for smartglass-assisted interactive remote collaboration composed of personal tracking, teleconference, and interaction components. More specifically, the application tasks of each intermediary role and objectives of three functional components are defined and elaborated.

• Journal of Digital Contents Society
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• v.17 no.3
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• pp.211-218
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• 2016

In this paper, we proceed with the design and development platform for the development of the optimized applications to take advantage of the sensing techniques of the mobile device, so that this can proactively respond to the user's needs, and can provide access to a range of services. Ubiquitous environment based smart campus is active rather than passive, university will be able to promote the true personal customizable services. Campus tours through augmented reality will support more active university life in conjunction with a variety of services to promote actively utilizing the QR Code(2-dimensional bar code). In addition, we designed to develop a mobile application that can provide such a view and post announcements such as integrated system, through interoperability with existing bachelor's administrative (legacy) system.

• KEPCO Journal on Electric Power and Energy
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• v.2 no.3
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• pp.397-402
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• 2016

Recently, many ICT companies are trying to expand the ecosystem of VR (Virtual Reality) and AR (Augmented Reality). They are developing a variety of industries such as entertainment, education, e-commerce and so on. There is also contains the power, energy field. And application related with VR/AR will increase in power industry. Thus, Platform is necessary because there are problems such as re-use, interface with legacy system and security. We can expect the convenience and efficiency by developing VR/AR power platform. In this paper, we will discuss the trends of VR/AR technologies, possibilities of VR/AR in energy field, essential elements of VR/AR power platform. In the future, we expect to lead standards of VR/AR in energy and to develop a killer application such as Pokemon GO.

• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.46-63
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• 2022

With the rapid development of digital technology and the growing trend to integrate it into the medical field, recent studies suggest language rehabilitation for people with aphasia using virtual reality (VR), augmented reality (AR) and mobile applications. This study conducted a scoping review to summarize the features of digital technology-based language rehabilitation for aphasia in the last four years (2018-2021) and draw implications for future research. A total of 20 papers met the selection criteria among the documents retrieved from the Web of Science, CINAHL, and RISS. This review demonstrates that digital technology could offer unique treatment content by gamification, individualization, and creating a realistic communication environment, and by utilizing them in various ways. Therefore, we expect digital technology-based language rehabilitation for aphasia could supplement the limitations of conventional language rehabilitation and provide a novel perspective on development of treatment content.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.432-433
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• 2021

The technology to build the virtual world metaverse is based on virtual augmented reality and electronic communication technology. Metaverse is establishing itself as a new industry in non-face-to-face society as a platform where users can engage in various activities such as play, work, consumption, and communication through avatars. In this paper, while interest in metaverse is increasing and it is expected to develop into a promising industry that will create a new market, this paper will examine the fields of application of metaverse and consider the development direction of the future metaverse industry.

• ETRI Journal
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• v.42 no.2
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• pp.163-174
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• 2020

Numerous wearable technology companies have recently developed several headmounted display (HMD) products for virtual reality (VR) services. 5G wireless networks aim at providing high-quality 3D multimedia services such as VR, augmented reality, and mixed reality. In this study, we examine the application of millimeter-wave (mmWave) technology to realize low-latency wireless communication between an HMD and its content server. However, the propagation characteristics of mmWave present several challenges such as the deafness, blockage, and beam alignment problems, and interference among content servers. In this study, we focus on an environment that provides VR services in the mmWave band and introduce existing techniques for addressing such challenges. In addition, we employ a commercialized IEEE 802.11ad VR dongle to measure the actual data rate of an mmWave VR application and identify the degree to which the performance deteriorates when the above problems occur. Finally, we verify the feasibility of the proposed solutions through a simulation of several VR scenarios in the mmWave band.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2016.10a
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• pp.333-334
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• 2016

Recently, with the development of technology for the virtual reality services, the virtual reality technology has been to use various application services. However, because it is difficult to secure a non-Augmented Reality Virtual Reality in this case it has a vision problem that can be fixed in a service only, not removable. In this paper, we propose a technique of application iBeacon signal by applying the technology of the indoor location-based service using a virtual reality system described in iBeacon ensure the mobility in a virtual space, and can detect the collisions with other moving objects.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.307-315
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• 2022

The purpose of this study was to design a training program for pre-service elementary teachers, incorporating the concepts of extended reality technologies. This program contained the basic skills necessary for them to utilize in their future classrooms. To accomplish this, 12 undergraduate students of various majors enrolled in one of Korea's national universities of education were selected as research subjects. For a total of 6 times over 6 weeks, they participated in a training program learning the basic concepts of virtual, augmented, and mixed reality, as well as creating their own education software to use in simulated classes. To improve the quality of future research efforts, this study found it would be beneficial to: 1) expand the relevant support equipment, 2) provide students with preliminary, background knowledge of text-based programming, 3) introduce short-term, more intensive training, and 4) improve the survey methods for this research.