• The Journal of the Korea institute of electronic communication sciences
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• v.18 no.5
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• pp.953-964
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• 2023

Climate change is undeniably the most urgent challenge that humanity faces today. Despite this, the level of public awareness and understanding of climate change remains insufficient, indicating a need for more proactive education and the development of supportive content. In particular, it is crucial to intensify climate change education during elementary and secondary schooling when values and ethical consciousness begin to form. However, there is a significant lack of age-appropriate, experiential educational content. To address this, our study has developed an innovative 3D simulator, enabling learners to indirectly experience the effects of climate change, specifically sea-level rise. This simulator considers not only sea-level rise caused by climate change but also storm surges, which is a design based on the analysis of long-term wave observation big data. To make the simulator accessible and engaging for students, we utilized the 'Unity' game engine. We further propose using this simulator as a part of a comprehensive educational program on climate change.

• Journal of the Korea Computer Graphics Society
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• v.30 no.3
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• pp.179-188
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• 2024

Recently, unmanned terminals (kiosks) have greatly increased their scope of use by allowing orders or payments to be made efficiently while replacing existing manpower. With the acceleration of digital transformation, the rate of kiosk installations has soared, making it an important task to help all age groups easily use kiosks. In this study, based on the function of the game engine and Hand Tracking technology, we developed content that can conduct kiosk education in a virtual world. The goal of this content is to help users unfamiliar with kiosks confidently cope with real-world situations by experiencing visual and auditory stress caused by waiting guests in virtual reality. To this end, two VR contents were developed. One is a simple kiosk experience content, and the other is specialized content that causes visual and auditory stress. The experiment was divided into two groups: one group experienced general VR content, while the other group experienced specialized VR content. After the experience, both groups proceeded to place orders in an actual store. Survey results showed that 85% of the experimental group and 95% of the control group were satisfied with the training. This confirms that the specialized experience described in this paper is effective for kiosk education.