• International Journal of Internet, Broadcasting and Communication
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• v.16 no.2
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• pp.179-184
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• 2024

Franchise are now a red ocean in Food industry and they need to find other options to appeal for their product, the uprising content, food tech. The franchises are working on R&D to help franchisees with the operations. Through this paper, we analyze the franchise interest on food tech and to help find the necessity of development for franchisees who are in needs with hand, not of human, but of technology. Using Textom, a big data analysis tool, "franchise" and "food tech" were selected as keywords, and search frequency information of Naver and Daum was collected for a year from 01 January, 2023 to 31 December, 2023, and data preprocessing was conducted based on this. For the suitability of the study and more accurate data, data not related to "food tech" was removed through the refining process, and similar keywords were grouped into the same keyword to perform analysis. As a result of the word refining process, a total of 10,049 words were derived, and among them, the top 50 keywords with the highest relevance and search frequency were selected and applied to this study. The top 50 keywords derived through word purification were subjected to TF-IDF analysis, visualization analysis using Ucinet6 and NetDraw programs, network analysis between keywords, and cluster analysis between each keyword through Concor analysis. By using big data analysis, it was found out that franchise do have interest on food tech. "technology", "franchise", "robots" showed many interests and keyword "R&D" showed that franchise are keen on developing food tech to seize competitiveness in Franchise Industry.

• Informatization Policy
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• v.24 no.1
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• pp.3-29
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• 2017

The purpose of this research is to understand immersive media such as virtual reality, augmented reality, mixed reality, 360-degree videos etc. from the perspective of user-based approach. 3D videos were once expected as the next-generation industry, but soon it further evolved into UHD and are now followed by immersive media represented by virtual reality. As the virtual reality plays an important role, the current research tries to bring up implications that can be applied to the industrial field along with academic understanding through six theoretical approaches related to virtual reality such as media richness, interactivity, presence, body-ownership, user experience, and visual perception. These six theories were used in immersive media studies such as 3D videos. Media richness and interactivity are the main factors forming positive or negative attitude, presence explains why users are immersed, user experience accounts for total psychological reaction, and visual perception explains how complex the experience of seeing is. Especially, although there is less media research applied, the body-ownership is likely to be not only used in virtual reality research, but immersive media research. The user-based theories related to virtual reality will provide various implications for immersive media researchers as well as hardware and content creators of virtual reality.

• Journal of the Korea Society of Computer and Information
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• v.28 no.3
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• pp.67-73
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• 2023

Under the influence of COVID-19, as a measure of social distancing for about two years and one month, non-face-to-face services using ICT element technology are expanding not only to the education sector but to all fields. In particular, as educational programs using the Metaverse platform spread to various fields, educators, and learners have more learning experiences using Edutech, but problems through non-face-to-face learning such as reduced immersion or concentration in education are raising In this paper, to overcome the problems raised through non-face-to-face learning and develop metaverse immersive media digital contents to improve the educational environment, we utilize VR (Virtual Reality) based on an immersive metaverse to provide education / Training contents and the educational environment was established. In this paper, we presented a system to increase immersion and concentration in educational contents in a virtual environment using HMD (Head Mounted Display) for learners who are put into military education/training. Immersion was further improved.

• The Mathematical Education
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• v.63 no.2
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• pp.295-318
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• 2024

This narrative review explores the transformative potential of immersive virtual reality (IVR) in enhancing high school students' mathematics competence, viewed through the lens of the technological, pedagogical, and content knowledge (TPACK) framework. This review comprehensively illustrates how IVR technologies have not only fostered a deeper understanding and engagement with mathematical concepts but have also enhanced the practical application of these skills. Through the careful examination of seminal papers, this study carefully explores the integration of IVR in high school mathematics education. It highlights significant contributions of IVR in improving students' computational proficiency, problem-solving skills, and spatial visualization abilities. These enhancements are crucial for developing a robust mathematical understanding and aptitude, positioning students for success in an increasingly technology-driven educational landscape. This review emphasizes the pivotal role of teachers in facilitating IVR-based learning experiences. It points to the necessity for comprehensive teacher training and professional development to fully harness the educational potential of IVR technologies. Equipping educators with the right tools and knowledge is essential for maximizing the effectiveness of this innovative teaching approach. The findings also indicate that while IVR holds promising prospects for enriching mathematics education, more research is needed to elaborate on instructional integration approaches that effectively overcome existing barriers. This includes technological limitations, access issues, and the need for curriculum adjustments to accommodate new teaching methods. In conclusion, this review calls for continued exploration into the effective use of IVR in educational settings, aiming to inform future practices and contribute to the evolving landscape of educational technology. The potential of IVR to transform educational experiences offers a compelling avenue for research and application in the field of mathematics education.

• Proceedings of the Korea Information Processing Society Conference
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• 2017.04a
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• pp.1079-1080
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• 2017

Today multimedia technologies are playing an increasingly important role in games, movies, and live performances. In this paper, we design a flexible interactive system integrated with gesture recognition, skeleton tracking, internet communication, and content edition using multi-sensors to direct and control the performance on stage. In this system, the performer can control the elements showed on stage through corresponding gestures and body movements during the performance. The system provides an easier way for users to change the content of the performance if they intent to do.

• Journal of information and communication convergence engineering
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• v.18 no.2
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• pp.69-74
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• 2020

Myanmar, also known as Burma, has a rich cultural heritage, and its historical tourist attractions well known around the world. Therefore, we designed and developed an interactive spatial augmented reality (iSAR) book on the cultural heritage of Myanmar. This iSAR book has total of 18 pages with rich media content including videos, animations, audio, and images featuring the cultural heritage of Myanmar in a digital format. In addition to virtual content, navigational features such as virtual buttons and touch-based hand gestures were implemented using Leap Motion and VVVV. Therefore, the developed iSAR book allows virtual content and navigational features to merge seamlessly into a physical book. Five participants were recruited to evaluate the prototype iSAR book, and interviews were conducted to gather their feedback based on its immersive qualities. Thus, the developed iSAR book on Myanmar effectively shares the cultural heritage of Myanmar, and ultimately allows users to explore and gain more insight into the country.

• ETRI Journal
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• v.35 no.6
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• pp.1048-1057
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• 2013

In recent years, augmented reality (AR) technologies have been the subject of great interest among many communities. In education applications, old-fashioned materials (or textbooks) are still used, despite remarkable AR developments in the industrial area. We present an AR system for education. Our system consists of an authoring tool that can be used to create educational content, a viewer that plays that content, and an engine to manage the tool and viewer. In our system, a marker unit recognizes a marker printed on a plane or a cubic plane by adaptively adjusting the threshold to have an excellent recognition rate in diverse environments and acquires corresponding data of the marker. Based on the system, we test 142 elementary school students for increased educational benefits using our system.

• ETRI Journal
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• v.38 no.6
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• pp.1085-1094
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• 2016

In this work, we present interactive automultiscopic content with mobile surface haptics for multimodal interaction. Our system consists of a 40-view automultiscopic display and a tablet supporting surface haptics in an immersive room. Animated graphics are projected onto the walls of the room. The 40-view automultiscopic display is placed at the center of the front wall. The haptic tablet is installed at the mobile station to enable the user to interact with the tablet. The 40-view real-time rendering and multiplexing technology is applied by establishing virtual cameras in the convergence layout. Surface haptics rendering is synchronized with three-dimensional (3D) objects on the display for real-time haptic interaction. We conduct an experiment to evaluate user experiences of the proposed system. The results demonstrate that the system's multimodal interaction provides positive user experiences of immersion, control, user interface intuitiveness, and 3D effects.

• Journal of Korea Multimedia Society
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• v.25 no.2
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• pp.411-420
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• 2022

Entering the digital cinema era, movies and games are remediating each other. The shots of digital movies are being transformed into realistic content through digital Moving long-take shots that transcend time and space and move smoothly. At this time, the digital Moving long take shot that continuously captures the space in all directions without an external screen induces a game experience. In addition, the camera that constantly accompanies the person enhances the sense of immersion in the game in a way similar to the point of view of the game. While various immersive device contents represented by VR, AR and XR are emerging, the advent of <1917> suggests significant implications for post-cinema in that it creates a game experience while maintaining the traditional screen environment and cinematic paradigm.

• International Journal of Knowledge Content Development & Technology
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• v.12 no.1
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• pp.85-104
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• 2022

In this study, in line with the era of the fourth industrial revolution, general concepts, technologies, trends, and examples of virtual reality and augmented reality were examined, and based on this, a plan that could be applied to libraries in the future was proposed. As a result of the study, first, it is necessary to construct a smart space as an experiential play space that can satisfy cultural desires transcending time and space by providing immersive contents using 4th technology such as VR and AR. Second, it is necessary to expand experiential cultural support services through VR, AR and MR. Third, to develop educational contents based on augmented reality technology. In order to apply and activate virtual reality and augmented reality in libraries in the future, based on a survey of librarians and users of public libraries, a survey on the application status, satisfaction, and demand of current public libraries should be conducted.