• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.35-37
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• 2022

Online video conferencing systems such as Zoom and Discord are mainly used for non-face-to-face work due to their good accessibility and lack restriction of space. However, most online video conferencing systems are difficult to interact in both directions, and problems such as difficulty in communication and lack of immersion are emerging in participants who use them. On the other hand, Metaverse, which has attracted attention with the development of spatial computing, enables smooth interaction like the real world in the three-dimensional virtual world by utilizing hearing, visual, and touch information. In this paper, we propose a method of utilizing the metaverse platform to improve the problem of lack of immersion in the existing online video conferencing system. Through the proposal method, platform users can share and check each other's work screens in a virtual space and exchange various data. In order to improve participants' of immersion, the environment and improvement plan of the metaverse platform were constructed and compared with the existing online video conferencing platform.

• Journal of Platform Technology
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• v.9 no.3
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• pp.70-77
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• 2021

The purpose of Serious games in immersive Metaverse platform to provide users both fun and intriguing learning experiences. We proposes a serious game for self-trainable fire evacuation drill with collaboration among avatars synchronized with multiple trainees and optionally with real-time supervising placed at different remote physical locations. The proposed system architecture is composed of wearable motion sensors and a Head Mounted Display to synchronize each user's intended motions to her/his avatar activities in a cyberspace in Metaverse environment. The proposed system provides immersive as well as inexpensive environments for easy-to-use user interface for cyber experience-based fire evacuation training system. The proposed configuration of the user-avatar interface, the collaborative learning environment, and the evaluation system on the VR serious game are expected to be applied to other serious games. The game was implemented only for the predefined fire scenario for buildings, but the platform can extend its configuration for various disaster situations that may happen to the public.

• Knowledge Management Research
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• v.24 no.3
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• pp.149-172
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• 2023

With the development of information technology, new technologies to be introduced in each industry are continuously increasing. This study aims to verify the influence of ambivalent emotions experienced when encountering new technologies, the coping strategies they induce, and their impact on the decision-making process of technology adoption Specifically, this research investigates the emotions and responses to new technologies in the situational context where service providers must deliver services based on new technology in environments where no such services have been developed previously. Furthermore, it seeks to verify the influence of coping responses on the intention to use services based on new technologies. To this end, this study investigated the ambivalent emotions and coping responses of financial sector workers to new financial services based on metaverse technology. As a result of the analysis ambivalance had a significant effect on all four coping responses (disengagement-oriented coping, denial, indecision and compromise). Among them, denial, which is an inflexible response, and compromise, which is a flexible response, had a significant positive effect on the intention to use, and disengagement-oriented coping and indecision had a significant negative effect on the intention to use. The results of this study confirm the user's metaverse acceptance factor and user-centered influence, and are expected to provide guidelines for the introduction of services to practical workers with academic significance.

• Journal of Christian Education in Korea
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• v.74
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• pp.273-294
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• 2023

The purpose of this study is to use K-MOOC, which has limitations in utilization because it is centered on theory delivery, to derive tasks to activate the teaching methods of instructors, and to implement the derived tasks using the metaverse platform. to develop a prototype. According to the purpose of the study, the study was conducted as follows. First, from October 4 to November 15, 2022, a Delphi survey was conducted on 21 experts with experience of consulting, research, class development, and operation related to the K-MOOC project. Second, in order to realize the tasks in the teaching method field derived from the Delphi survey, matching with the teaching method class model elements to result of Delphi survey was applied was carried out. Finally, based on the results of expert Delphi and the elements of the class model applicable to the metaverse platform, a teaching method was developed. Through the process of the study, a total of 16 detailed items were derived for the teaching method-related tasks for the activation of K-MOOC: support strategic tasks, teaching method competency, aspect of class design, evaluation and sharing of learning outcomes. By applying the metaverse, the teaching model elements for K-MOOC revitalization were derived from four categories: self-directed repetition, individualized problem solving, practice opportunity expansion, and immediate feedback, and matched with the first 16 detailed items. A four-step teaching model was completed: course attendance (step 1), mission analysis by individual level (step 2), sharing of mission solutions (step 3), and mission evaluation and feedback (step 4). Through the results of this study, the possibility of using the metaverse as a teaching practice platform was confirmed even in terms of the introduction and development of specialized techniques.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.1
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• pp.23-32
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• 2023

Since NFTs can be used like certificates due to the nature of blockchain, their use in various digital asset trading markets is expanding. This is because NFTs are expected to be actively used as a core technology of the metaverse virtual economy as non-transferable NFTs are developed. However, concerns about NFT security threats are also growing. Therefore, the purpose of this study is to investigate and analyze NFT-related infringement cases and to clearly understand the current security status and risks. As a research method, we determined NFT security areas based on previous studies and analyzed infringement cases and threat types for each area. The analysis results were systematically mapped in the form of domain, case, and threat, and the meaning of the comprehensive results was presented. As a result of the research, we want to help researchers clearly understand the current state of NFT security and seek the right research direction.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.484-486
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• 2022

This study compares these two platforms with Gedertown and Zepeto, which have the largest number of users among metaverse that have grown rapidly due to various factors such as COVID-19 pandemic. It focuses on the differences between avatars, usage fees, class rooms, and communication methods. Accordingly, the difference between 2D and 3D of the metaverse platform and the difference in camera use can be seen.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.639-640
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• 2021

In this paper, we present a simulation program to learn how to deal with crime situations by realizing a virtual environment using VR. Currently, education on various crimes is increasing year by year, but the crime prevention rate is not decreasing. It was developed to help prevent crime by using VR to experience these problems in an environment similar to reality, learn how to use various tools that have not been used directly, and experience virtual experiences through the metaverse.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.43-55
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• 2023

This study examined the effects of an online-based learning STEAM program using Metaverse on elementary school students' attitudes toward and satisfaction with STEAM in 197 students in grades 2, 4, and 6 at a rural elementary school. To conduct this study, we developed and implemented a four- to five-lesson online-based STEAM program in each grade level. The conclusions of this study are as follows. The online learning STEAM program had a statistically significant effect on improving elementary school students' attitudes toward STEAM, and students' satisfaction with the program was high. In addition, the pilot teacher said in an interview that 'the students' attention to the program was very high, and it was very interesting to use the Metaverse space'. Based on the results of the pilot, one STEAM program for students and teachers was developed for the fourth and fifth periods of each grade level in elementary school. Online learning programs using Metaverse have the potential to transform education during the pandemic by addressing educational inequalities and providing a flexible learning environment. Therefore, we propose a study on the development of online STEAM programs for middle and high school students.

• Fashion & Textile Research Journal
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• v.24 no.4
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• pp.418-430
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• 2022

This study aims to analyze consumers' purchase decision-making process of buying avatar fashion items on the Metaverse platform. Drawing on the connection between the self-expression tendency of the MZ generation and that of avatars in the Metaverse, this study uses a qualitative research method to analyze how consumers express their self-image through the appearance of their avatars. Unlike previous studies on the clothing purchase decision-making process, this study shows that purchasing and consumption behavior involve the following six stages: recognizing desire, collecting information, evaluating alternatives, making purchases, evaluating the consumption, and post-purchase action-taking. In the first stage of the purchase decision-making process, consumers' desire arises with self-image expression and confirmation. In the second stage, consumers have a high tendency to shop in the best item category. In the alternative evaluation stage, consumers tend to seek items that match their highest standard while considering their personal preferences. In the fourth stage, when making actual purchases, unplanned purchase behavior often occurs along with an active practice of alternative evaluation. In the fifth stage, the evaluation of the consumption shows that consumers achieve satisfaction by applying a style to their avatars that they are unable to try in the real world. In the last stage, consumers often use their purchases to communicate their various styles with other online consumers. Therefore, we conclude that the online purchase decision-making process differs from the offline process as it is divided into six stages.

• 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.