• Journal of The Korean Association of Information Education
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• v.2 no.2
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• pp.226-238
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• 1998

I studied a group management model of virtual class for distance education system on the information superhighway. There are many objects and actions that need to be managed and controlled in virtual classes of a distance education model. Educators should be able to manage students' learning group and immediately be aware of who is attending and who is quitting the learning group in a virtual class. Also, students and educators in virtual classes can communicate and discuss various topics. I proposed a group management model for distance education on a network, and studied management algorithm and MIB (Management Information Base), which are required to manage virtual classes in distance education systems.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.585-592
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• 2018

As the software education which utilizes the virtual reality in the education field becomes more interested in the teachers and the students, researches are being conducted for the education of virtual reality contents production. The purpose of this study is to analyze the curriculum, outcomes, and evaluation results of virtual reality contents production for educational students, elementary school students, and middle school students. As a result of analysis on each group, there was no difference in adaptability to specific tools, differences in ability of object production in production, and self-confidence and interest in production and utilization of virtual reality in learning attitude.

• The Mathematical Education
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• v.52 no.4
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• pp.465-481
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• 2013

In this study, 27 pre-service teachers presented virtual mathematics instruction to develop his/her own teaching practice ability. I found several attributes in their virtual mathematics instruction such as connecting contents, asking justification, encouraging students' communication, representing variously, and using ICT etc. These will be the characteristics of the future mathematics class. When peer pre-service teachers assess presenter's instruction quantitatively, there are differences in the results between expert and pre-service teachers. Pre-service teachers didn't find the elements of student self assessment or group assessment and communication activities at the virtual instruction. When they assess peers' virtual instruction qualitatively, the results are specific or new ones compared with the quantitative assessment elements. Thus I suggested some implications for the mathematics pre-service teachers' virtual instruction in the view of teacher education.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.97-102
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• 2011

Learning system on virtual environment gives the immersive feeling that lacks in existing E-Learning system, excites user's interest, and offers dangerous and expensive education contents. In this paper, we classified the learning categories into four classes: realtime lecture, anytime study, practice education, and the activity of study group. We built the on-line lecture system using Second Life that supports 3D virtual world and mixed reality. We provided virtual learning environment as running developed virtual world on-line lecture system.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.11-19
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• 2021

The purpose of the study is to explore a plan for effective education using virtual reality in English education. In order to achieve the purpose of the study, the perception of English education using virtual reality was comprehensively investigated and analyzed for teachers(n=20) in the field of English education. The results of the study reveal the followings: 1) Teachers are positively aware of the necessity of English education using virtual reality, but most teachers complained of a psychological burden on education using virtual reality; 2) negative responses were somewhat higher than positive responses to the expectation that virtual reality-based English content would be practical in the educational field; 3) In order to increase the effectiveness of English education using virtual reality, it is necessary to share experiences for educational experience of virtual reality and need to provide various virtual reality contents; and 4) For virtual reality educational application, there is a high demand for teaching and learning method education and training using virtual reality and provision of guidelines for education using virtual reality.

• The Journal of the Korean dental association
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• v.58 no.11
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• pp.670-682
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• 2020

This research examined the difference in cognitive load and the virtual presence depending on auditory feedback and task difficulty in haptic-based dental simulation. In the field of dental education, practice-centered training using handpiece has been crucial because a practitioner's psychomotor experience has a significant impact on the mastery of treatment skills. For the novice, it is necessary to reduce errors in dental treatment to enhancing skill acquisition in the haptic practice. In the training process, the force-feedback is crucial to elaborate subtle movement to guide what to do and how it should be hard or soft. However, It is not easy to add force-feedback to generate kinetic experience training. As an alternative method, we examined that auditory feedback can help learners' skill training. In this study, we analyzed how the presence/absence of auditory feedback at the different levels of task difficulty impacts learners' psychological demand and virtual presence in the virtual reality simulation. For this study, 29 dental college students participated in a dental simulation. The participants were grouped into two conditions that are with and without auditory feedback. Additionally, two consecutive tooth preparation tasks with different levels of difficulty were used in the simulation. The auditory feedback condition gives alarms to a learner when he treats a non-targeted tooth with a virtual handpiece. The user's cognitive load and virtual presence were measured to examine the effects of auditory feedback. The results revealed that the main effect was found in cognitive loads. Also, a significant interaction effect was shown in the virtual presence. We discussed the effective design methods for the virtual reality-based dental simulation through the result of this study.

• Journal of Korea Multimedia Society
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• v.24 no.7
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• pp.953-965
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• 2021

The research of combining virtual reality technology with the design elements of children's picture book education is a relatively new topic in virtual reality technology in recent years. Based on the combination of picture book design elements with virtual reality technology and the development of a children's picture book teaching game, this article analyzes the effectiveness of the application of virtual reality technology in children's teaching, and explores the usability of picture book design elements in teaching [1]. Through literature research methods, practical research methods and investigation research methods, this paper lucubrates the application of virtual reality technology in the design elements of children's picture book education so as to provide adequate theoretical and practical support for the research theme. The spatial positioning, vision, sound, and functional requirements of children's picture book games play a leading role in teaching. Practical statistics have proved that it is easier to promote children's mastery of teaching knowledge in a virtual environment. Moreover, use VR's game management function and setting function to solve the boringness of traditional education methods and the limitations of the teaching environment. The feasibility of game operation provides a virtual teaching platform system for children's education, and the teaching effect is remarkable.

• Journal of Korean Academy of Dental Administration
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• v.9 no.1
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• pp.44-50
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• 2021

Owing to the Corona virus (COVID-19) crisis, virtual education has been expanded. Accordingly, this study was conducted to determine the direction of oral health education by examining participants' satisfaction with virtual education and educational media preferences. This study collected data from a Naver Form online survey targeting 290 university students across the country, from May 10 to 31, 2021. The collected data were analyzed using IBM SPSS 20.0. According to the data, satisfaction with virtual classes was 3.36 points in 5-point Likert scale, satisfaction factors were reduced commuting time and money expenditure, and the highest dissatisfaction factor was a decrease in lecture concentration. The media platform that most interested students pursing oral health education was YouTube. The oral health education that participants wished to receive through virtual education included how to prevent tooth decay, how to prevent gum disease, and how to brush teeth. In conclusion, it is necessary to develop various media like Zoom, YouTube, and virtual reality programs so that students feel motivated to utilize oral health education and improve oral health.

• Journal of Information Science Theory and Practice
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• v.9 no.4
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• pp.63-74
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• 2021

Virtual Reality (VR) is one of the core components of the fourth industrial revolution as a technology that makes the virtual world feel as if it is real. VR is being used in various fields such as entertainment, advertisement, education, medical care, training, sports, and tourism, as well as providing contents for such things as games and videos. Libraries are already looking for ways to utilize VR from various angles, such as operating experiential programs. The purpose of this thesis is to develop and propose a VR-based library user education program. In order to achieve the purpose of the study, we analyzed previous studies from a theoretical perspective to find a way to construct a user education program, and also to derive possible implications based on examples of countries such as the United States and Korea that are already introducing and applying VR technology to library services. Therefore, the user education program proposed in this study can be used as a basic building block when many libraries want to develop VR-based programs in the future.

• The Journal of Korean Institute for Practical Engineering Education
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• v.5 no.1
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• pp.40-44
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• 2013

This paper suggests a multimodal interface control module which allows a student to naturally interact with educational contents in virtual environment. The suggested module recognizes a user's motion when he/she interacts with virtual environment and then conveys the user's motion to the virtual environment via wireless communication. Futhermore, a haptic actuator is incorporated into the proposed module in order to create haptic information. Due to the proposed module, a user can haptically sense the virtual object as if the virtual object is exists in real world.