• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.2
• /
• pp.866-871
• /
• 2012

Most of the computer to implement a Augmented reality 3-D, or a graphic or visual means through the virtual space. The participants in the Augmented reality immersive virtual reality and virtual reality, the process proceeds to change the world. In particular, the field of children's games and Augmented reality fits well with the technical characteristics of the children that may lead to more interesting and creative sector is pointing to. In this study, children's games in order to maximize learning effectiveness of board games and Augmented reality technology, take a look at the characteristics of the children's educational program is to propose a new model proposal.

• Journal of Information Technology Applications and Management
• /
• v.29 no.1
• /
• pp.47-57
• /
• 2022

The purpose of this study is to analyze the current status of augmented reality picture books, which have been steadily developed since 2010, as a genre of electronic picture books, and to reveal how children's immersion in augmented reality picture books differs from paper picture books. To this end, 30 augmented reality picture books on the market were analyzed according to genre, life theme, implementation method, and augmented reality scene ratio. As a result of the study, it was found that the genre of picture books was in the order of information fairy tales, daily fairy tales, and historical fairy tales, and there were no traditional or fantasy fairy tales. Animals and plants accounted for about half of the life topics, and in some cases, there were only a few or no other life topics. In the augmented reality implementation scene, it consisted of only one page in the early days, but all pages are now possible to implement augmented reality due to technology development, production cost reduction, and improved hardware performance of smartphones. It was found that the augmented reality implementation method used CD-ROM in the early days, but gradually became possible to implement using only mobile phones and tablets that were easy for readers to access. In addition, after presenting four picture books to eight 5-year-old infants, the immersion time was measured and the immersion behavior was observed. As a result, augmented reality picture books showed higher immersion[immersion time, immersion behavior] than paper picture books, but compared by literature genre, life fairy tales were higher in paper picture books and natural fairy tales in augmented reality picture books. It was higher when presenting augmented reality picture books after presenting paper picture books according to the order of presentation of picture book types. The results of this study suggest that more diverse life topics and augmented reality picture books in the genre of children's literature should be developed to increase the utilization of augmented reality picture books. In addition, considering that there are differences in immersion between types, literary genres, and reading experience [presentation order], it is expected to increase the educational effect by using picture books complementarily.

• Journal of Korea Multimedia Society
• /
• v.22 no.8
• /
• pp.950-959
• /
• 2019

The purpose of this study was to investigate the effect of integrated teaching and learning method using augmented reality for effective promotion of child - friendly attitude and environmental preservation attitude and explored its applicability. For this purpose, based on the augmented reality fairy tale, we designed an experience - oriented integrated teaching and learning method such as reading book, story - telling, drawing, environmental conservation practice activity. The experimental group was divided into two groups: augmented reality reading fairy tales (A) and children's book reading fairy tales (B). First, interest, immersion, and empathy were higher in the application environment of integrated learning teaching method based on Augmented Reality. Second, there was no difference between the two groups in content understanding. Third, in terms of expressiveness, it was verified that various expressions were expressed in the applying environment of the integrated teaching - learning method based on augmented reality through drawing activities. Fourth, in practice activities, more students were practicing in the augmented reality - based integrated teaching - learning method applied environment, and the number of practice activities of individual students was also confirmed. This study suggests that the application of the integrated teaching and learning method can enhance the effect of education when using the smart teaching media using the augmented reality in early childhood education.

• The Journal of the Korea Contents Association
• /
• v.22 no.6
• /
• pp.78-91
• /
• 2022

The importance of emotional intelligence education in the development of children's augmented reality education content is overlooked. Therefore, in-depth research is needed to develop children's emotional intelligence. This study was conducted through theoretical consideration and case analysis. The proposal of this paper is that the augmented reality type for children aged 2 to 7 is suitable for indoor activities with marking recognition technology. To promote an understanding of emotions, a large screen is selected, and emoticon dolls or emoticon books are recommended for learning content. Children aged 7 to 11 are suitable for indoor activities of non-marker recognition technology, and can induce emotional control and emotional recognition through active manipulation. For the learning content, "3D art teaching content" and "Online Classic Musical" are recommended. Children after the age of 11 are suitable for non-marker recognition technology outdoor activities and improve each element of emotional intelligence through interaction with nature and society. For the learning content, 'Forest Play Activity through Art' and 'EQ Theater Play' are recommended. Through this paper, we intend to promote the development of children's augmented reality emotional intelligence education.

• The Journal of the Korea Contents Association
• /
• v.13 no.4
• /
• pp.469-480
• /
• 2013

The purpose of this study is to investigate young children's user experience on three types of dramatic activity: traditional dramatic activities, dramatic activities relying on robot projector based augmented reality and creative dramatic activities relying on robot projector based augmented reality. Participants were 20 five-year-old children attending D kindergarten, in Seoul, Korea. They read 3 picture books, then did 3 types of dramatic activities in order. Participants were divided into 3 groups in each activity then they took a role as actors and audiences in order. After all dramatic activities had been done, participants had been interviewed regarding to user experience. The findings of this study are as follows; First, the most interesting dramatic activity for young children was creative dramatic activities relying on robot projector based augmented reality. On the other hand, the least interesting activity was traditional dramatic activities. Second, They answered it the easiest one for them the dramatic activities relying on robot projector based augmented reality, whereas the hardest one was the creative dramatic activities relying on robot projector based augmented reality. Thirdly, all the participants answered that it was not hard for them to use the technology embedded in dramatic activities relying on robot projector based augmented reality. They acknowledged the effects of augmented reality technology and the role of robot as well. The result of this study would suggest the feasibility of new technology promoting young children's digital literacy.

• Journal of Digital Contents Society
• /
• v.18 no.3
• /
• pp.435-442
• /
• 2017

Using augmented reality to make children's books more realistic, engaging, and funny makes a great sense in terms of education. The purpose of this study is to share the experience of the production method with the story of the fairy tale which is widely known to the children as the augmented reality video contents and to act as a guide book to make the application of the augmented reality technology to the field of book publishing easier. I want to. Also, in this development, the principles and the method of making augmented reality storybooks are provided to beginners of the augmented reality contents production including the 3D modeling production method used for the augmented reality production, the method of using Unity3D engine, and the method of producing the vuforia marker, It is a study that guides you to use it immediately.

• Journal of Digital Contents Society
• /
• v.17 no.6
• /
• pp.531-536
• /
• 2016

This study highlights the effectiveness of analyzing the feelings children have when interacting with robots in a dramatic play setting using augmented reality in Human Robot Interaction (HRI). Existing dramatic play activities using robots by QR-markers were edited, and their weaknesses have been corrected so that children could interact more effectively with robots. Additionally, children's levels of interest and engagement in dramatic play activities, the accuracy of robotic props, and the smartness of robots were analyzed throughout children's interactions during such activities using augmented reality. Younger participants were more likely to find robots interesting and intelligent, and participants with no previous experience with robots had relatively higher levels of interest in robots and tended to notice changes in robots' costumes.

• Journal of the Korean Society for information Management
• /
• v.41 no.1
• /
• pp.85-105
• /
• 2024

Augmented Reality (AR) is a mix of the real world that is enhanced by virtual objects from computer-generated information. AR is currently used in a variety of information systems and library services. AR technologies are also being developed for today's children, who are digital natives and are exposed to various technologies even earlier. To assist librarians who need to accurately understand users' information needs and perceptions of the technology being used in their libraries, we conducted a study of AR perceptions among children. We conducted two online co-design sessions using "Would you rather?", a co-design technique that facilitates research into children's opinions. Through the co-design sessions, we found that children were psychologically wary about AR technology due to a lack of trust in the technology, and realism had a significant impact on these judgments. We also identified that children considered AR technology environments as an extension of the real world. Their real-world values directly influenced their perceptions of AR. This research provides insights into the wariness that libraries need to be aware of when developing AR content for children in the future, and how libraries can use AR as an educational tool.

• Journal of Korea Multimedia Society
• /
• v.24 no.6
• /
• pp.838-848
• /
• 2021

Parents' influence on children's development is generally considered essential. This paper attempts to explore the role of AR in preschool education from the perspective of parents, aiming to help parents better understand the impact of children's use of augmented reality in preschool education. The subjects were parents of children in the preschool age range (3-6 years old), and the experimental equipment was AR cognitive cards. In order to extract parents' views on AR, five parents were invited to conduct an experiment with their children using AR cognition cards, and then an open interview survey was conducted. In the second experiment, the answers obtained from the first experiment were sorted out and formed a questionnaire to conduct a closed-book survey. It shows that parents are satisfied with the characteristics of AR to assist their children's learning. At the same time, parents also value technology, usage management and playing environment. AR can stimulate children's learning initiative. Children like to use AR, AR is suitable for learning, make parents satisfied. But even if AR is suitable for learning, parents will control the time their children use it.

• Korean Journal of Childcare and Education
• /
• v.19 no.4
• /
• pp.1-27
• /
• 2023

Objective: This study designed an Augmented Reality-based intervention program for children with conflicted shyness and examined its effects on social avoidance motivation and preference for being with others. Methods: Sixteen six-year-old children were randomly assigned to either the experimental or control group. The experimental group participated in a six-week AR-based program. Both teachers and children rated social avoidance motivation and preference for being with others to evaluate the program's effectiveness. Data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney U test. Results: Social avoidance motivation decreased only for the experimental group. Conversely, the control group showed increased motivation scores as reported by the children. The preference for being with others increased in the experimental group based on teacher reports. For the control group, preference scores reported by teachers and children were maintained and decreased, respectively. Conclusion/Implications: This study highlights the effectiveness of the intervention in reducing social avoidance motivation and maintaining a preference for being with others in children experiencing conflicted shyness. Furthermore, the use of AR technology provided a psychologically safe environment for them to initiate social interactions without fear of negative evaluation, highlighting its potential as a primary intervention tool for this population.