• Journal of Convergence for Information Technology
• /
• v.11 no.3
• /
• pp.236-249
• /
• 2021

Due to the spread of AR/VR headset, AR/VR contents market gains huge interests. However, various obstacles such as discomfort that restricts usability and absence of standard to evaluate usability block the growth of AR/VR contents industry. To overcome these problems, this study tries to develop an evaluation scheme for the usability of R/VR contents and a prototype system. The proposed evaluation system divides usability related items into safety and convenience items and performs evaluation by item through automatic and experience evaluation by system and experts/experience teams according to characteristics, and comprehensively evaluates the usability of AR/VR content. In this study, a detailed process fo usability evaluation and the prototype system are developed to verify the evaluation scheme. Developed scheme is expected to help the AR/VR content industry overcome the usability issues, and develop high-quality AR/VR content.

• Journal of The Korean Association For Science Education
• /
• v.43 no.2
• /
• pp.59-72
• /
• 2023

This study analyzed a group interview with six earth science teachers and eight middle school students to find out the evaluations and criteria they use to evaluate VR/AR contents (two virtual reality content and two augmented reality contents) in middle school science digital textbook. The study found the VR/AR contents were evaluated on four criteria as follows: VR/AR media characteristics; technical operation; user interface; and teaching-learning design. The evaluations can be summarized by each criterion. First, regarding VR/AR media characteristics, interesting features of VR/AR contents were considered relatively advantageous compared to other media like videos. However, its shortage of visual presence and inconvenience of using markers were mentioned as shortcomings. Second, in the technical operation criteria, teachers and students found the following conditions as technically challenging: failing to properly operate on a particular OS; huge volumes of contents in the application; and frequent freezing when using the application. Third, poor intuitiveness and lack of flexibility were found as negative aspects in user interface. Fourth, regarding teaching-learning design, the teachers evaluated whether the VR/AR contents delivered scientifically accurate information; whether they incorporated class goals set by teachers; and whether they can help students' inquiry. It turned out teachers gave negative feedbacks on VR/AR contents. The students evaluated VR/AR contents by assessing whether they help them with learning science but concluded they did not regard them necessary in science learning at school. Based on the findings, this study discusses which development direction VR/AR contents should take to be useful in teaching and learning science.

• Journal of Digital Convergence
• /
• v.17 no.9
• /
• pp.23-30
• /
• 2019

The development of content for language education using AR/VR technology is a necessary task to be pursued in line with commercialization of 5G. Research on service platform for systematic management and service is currently being carried out by global companies competitively, The unique language education service model for unique areas of culture has the right to pursue R & D jointly with Korea and China. In this study, we applied the developed "Korean language education service platform for Chinese people based on e-learning" to improve the acceptance of AR/VR contents and applied AR/VR technology to video-based language education contents. And to present a new paradigm of language education. Contents development is to develop AR-based vocabulary learning services, develop experiential learning contents for VR-based step-by-step situations, and gradually develop contents to enable beginner / intermediate / advanced language education services. The service platform enables management of learning management and learning contents, and complies with metadata attributes to complete a platform capable of accommodating large capacity AR/VR contents. In the future, systematic research will be carried out in order to develop as a portal for educational services through development of various contents using mixed reality technology.

• Journal of Korean Elementary Science Education
• /
• v.43 no.3
• /
• pp.415-432
• /
• 2024

This study developed and applied the teacher education model and its principles for science classes using Virtual and Augmented Reality (VR/AR) content and analyzed preservice elementary teachers' feedback on the teacher education model and the changes in their perceptions as to the use of VR/AR content. First, existing Technological Pedagogical Content Knowledge (TPACK) teacher education models and prior studies on the use of the VR/AR contents were reviewed to derive the teacher education model to cultivate the VR/AR-TPACK and set the key principles for each of its stages. The developed teacher education model has five stages: exploration, mapping, collaborative design, practice, and reflection. Second, to examine the appropriateness of the model's five stages and principles, we applied it within the regular course of instruction at the university of education, which was attended by 25 preservice elementary teachers. This study collected data from surveys on the perception of the usage of VR/AR contents before and after the course, as well as the group lesson plans prepared by the preservice teachers, and their feedback on the teacher education model. The feedback on the teacher education model and the survey conducted by the preservice teachers before and after the course were analyzed through open coding and categorization. As a result, most preservice teachers expressed positive opinions about the activities and experiences at each stage of the implementation of the teacher education model. Perceptions related to the usage of the VR/AR content changed in three aspects: first, the vague positive perception of the VR/AR content has changed to a positive perception based on specific educational affordance. Second, they recognized the need for preparedness by anticipating potential problems associated with the use of the VR/AR content. Third, they came to view the VR/AR contents as a useful instructional resource that the teachers could use. Based on these results, we discussed the implications for the VR/AR-TPACK teacher education model and assessed the limitations of the research.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2021.07a
• /
• pp.587-589
• /
• 2021

메타버스 등 VR·AR을 기반으로 하는 가상세계의 현실화가 점차 가까워지고 있다. 이에 따라 가상세계에서 동작하는 게임이나 다양한 소프트웨어들이 등장하고 있어 이에 대한 QA 방안들이 연구되고 있다. VR·AR 게임은 일반 게임과 달리 장비의 사용 등에 따른 시간적, 공간적 특성 등 여러 가지 고려사항들이 있어 QA 진행에 어려움이 있다. 이를 극복하기 위해서는 VR·AR에 대한 이해를 바탕으로 개발팀과의 협조를 통해 콘텐츠를 세분화하여 작은 범위에서 QA를 단계적으로 진행하는 과정이 필요하다. 본 논문에서는 VR, AR 게임을 QA하는 과정에서 고려해야할 사항들을 알아본다.

• Journal of Korea Game Society
• /
• v.16 no.5
• /
• pp.169-178
• /
• 2016

Awareness of Korean VR/AR industry has been spread via the success of PokemonGo syndrome. In accordance with the increase in interest VR/AR ecosystem in the domestic VR/AR industry is to equip the global competitiveness of C-P-N-D aspect is essential. This paper analyzes the state VR/AR industrial ecosystem status in the C-P-N-D perspective and examines the government and the local governments of VR / AR content policy in supporting ecological point of view. Especially, the importance of the platform and IP has been noted based on VR/AR industry.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.4
• /
• pp.315-320
• /
• 2019

In the era of the fourth industrial revolution, the education industry is expected to grow further. It is expected that growth rate of future education using VR/AR technology will be very high. Realistic contents based on VR/AR technology provides high realism and experience through characteristics of immersion, interaction and intelligence. This paper tries to analyze the trends of realistic contents technology at home and abroad, and to come up with measures that can be applied to future educational content through case analysis of realistic contents development.

• The Journal of the Korea Contents Association
• /
• v.21 no.10
• /
• pp.264-273
• /
• 2021

To study how digital content can be effectively developed and transformed in a post-COVID world in which the normal operations of museums have been disrupted, this paper analyzes the rapid development and limitations of VR exhibitions and proposes, as an alternative, the development of AR exhibitions. Studying VR/AR exhibitions that ran before and after COVID-19, this paper finds that VR, on the one hand, translates physical objects into digital video, which lacks aesthetic depth, and encounters operational problems originated by devices. By using mobile devices that are widely distributed and convenient to use, AR exhibitions can, on the other hand, be divided into three types: "museum-specific exhibitions" can present digital content in a specific indoor space, while "place-specific exhibitions" can be used in open outdoor spaces. The "non-place-specific exhibitions", can, as third type, combine digital content with printed material sent by postal mail. Among these three types, the specific/unspecified place type shows the highest "uncontact effect," which can suggest the best direction for effective museum content development in the pandemic era.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2023.01a
• /
• pp.449-452
• /
• 2023

본 연구는 신산업분야 특화 선도전문대학 지원사업 연구를 통해 개발된 CK-AR/VR PBL 교수법을 팀 프로젝트 기반의 캡스톤디자인 정규 교과목 수업에 적용해봄으로써, 해당 교수법의 장점 및 문제점을 파악하고 활용방안을 모색하기 위해 진행되었다. CK-AR/VR PBL 교수법은 기존 PBL(문제중심수업) 교수법의 특징과 장점을 유지하고 AR/VR 게임콘텐츠 특성에 맞는 특징을 중심으로 구축된 교수법으로 15주 정규교과목 수업인 '취업과창업을위한차세대게임창작프로젝트(캡스톤디자인)' 수업과 '취업과창업을위한차세대게임 포스트프로덕션(캡스톤디자인)' 수업을 수강한 200여 명의 학생에게 적용하였고 장단점을 파악하게 되었다. 이를 바탕으로 게임 개발 팀 프로젝트 교육과정을 운영 중인 교육 관계자들이나 앞으로 유사한 교육과정을 운영하기 위해 준비 중인 교육 관계자들에게 조금이나마 도움을 주고자 한다.

• Journal of the Korean Society for Computer Game
• /
• v.31 no.4
• /
• pp.111-119
• /
• 2018

National agencies and corporations are making a lot of efforts to educate mechanics from high school to university and enterprise training center to train as skilled mechanic. but the theoretical training using textbooks and the training using equipment not used in the field did not provide proper maintenance training. And education using special equipment or assuming dangerous situation was very dangerous, so we were carrying out education with video or photo. In recent, there have been a number of cases in which effective training simulations have been researched and developed in order to experience situations and solve problems safely through simulation from simple maintenance to special maintenance by combining VR and AR. This paper describes the comparative study of the existing APIs such as Danuri VR, DisTi Engine and Remote AR for general purpose AR/VR contents. We also proposed a AR/VR API based on Unity 3D Engine for AR/VR maintenance contents. The API can be used for maintenance contents developers efficiently.