• The Journal of Korean Physical Therapy
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• v.25 no.2
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• pp.96-102
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• 2013

Purpose: The purpose of the study was to investigate the effect of a training program using virtual reality on the balance and lower muscular strength of Parkinson's disease patients. Methods: The study included 22 patients with Parkinson's disease who were arbitrarily classified into 2 groups: 11 patients in the experimental group and 11 patients in the control group. Balance was measured with the Berg balance scale (BBS), the functional reach test (FRT), one-leg stance test (OLST), and the timed up and go test (TUG); whereas, lower muscular strength was measured with the sit-to-stand test (STS). Ping-Pong, bowling, and tennis were selected for virtual reality training for the experimental group, and were performed for 30 minutes 3 times a week for 8 weeks. The control group did not undergo any of the virtual reality training programs. Results: A significant difference was observed in the BBS, FRT, OLST, TUG, and STS results within the experimental group that underwent the virtual reality training program. On the other hand, no significant difference was observed in the BBS, FRT, OLST, TUG, and STS values within the control groups. Conclusion: In conclusion, the virtual reality training program positively affects the balance and lower muscular strength in Parkinson's disease patients. This result indicates the possibility of application of the virtual reality training program to the management for Parkinson's disease patients, and highlights the need for the development and application of more efficient virtual reality training programs in the future.

• International Journal of Contents
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• v.16 no.2
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• pp.19-29
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• 2020

In the era of noble technology, virtual reality (VR) has been adopted in various fields, with the advantages of VR in education being confirmed through numerous studies. In skill development training education, humans or equipment that interact with the trainee are crucial and currently VR is more preferred. In this study, six projects were selected and reviewed in-depth visualizing the use of VR in training and its potential. Comparison between the learning actions of training in the virtual and real environments were conducted. Training through VR is location-dependent, time-dependent, safe, and reversible. VR application is also determined by the preps and feedback-providing functionality which must be emphasized. All the advantages of VR in skill development training make it an opportunity provider. This article can be used by those developing VR projects for skill development training.

• Journal of Institute of Control, Robotics and Systems
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• v.21 no.8
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• pp.709-712
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• 2015

This paper will introduce the development case study about virtual-reality-based operation training system for steel making process. Steel making process consist iron making process to create liquid steel, pig iron, by reduction process, steel making process to make molten steel by refining, continuous casting process to make slab, and rolling process to make final product like coil, plate. This steel making process deals with liquid and solid products, so facilities of steel making process are very various and complicated. In addition, according to various customer requirements, the recycle of facilities and recipes changing have been fast. So the training for skilled operators is very important point. In this paper, we develop steel making training system based virtual reality for training skilled operator. This system consists of virtual machine, virtual HMI, and virtual control panel. And for fitting the characteristics of each process and increasing the education effectiveness, we develop dynamic methods like the method of dynamic education system configuration, initial facilities setup operation education system, and etc.

• Journal of Korean Physical Therapy Science
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• v.24 no.3
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• pp.1-11
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• 2017

Purpose: The purpose of this study was to investigate the effects of virtual reality based treadmill training on muscle architecture of gastrocnemius in chronic stroke patients. Methods: Thirty chronic stroke patients were randomly assigned to either the virtual reality based treadmill training (VRTT) group (n=15) or treadmill training (TT) group (n=15). Both groups participated in a standard rehabilitation program; in addition, the VRTT group participated in virtual reality based treadmill training for 30 minutes per day, three times per week, for 6 weeks, and TT group participated in treadmill walking training for 30 minutes per day, three times per week, for 6 weeks. Ultrasound image was used for measurement of pennation angle and muscle thickness of the medial gastrocnemius muscle at rest and during maximum voluntary contraction. Results: In the paretic side medial gastrocnemius muscle, greater improvement on the pennation angle and muscle thickness while resting and maximal voluntary contraction were observed in the VRTT group compared with the TT group. Conclusion: Findings of this study demonstrated that the virtual reality based treadmill training has an effect on muscle architecture of medial gastrocnemius in chronic stroke patients.

• Journal of International Academy of Physical Therapy Research
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• v.11 no.2
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• pp.2021-2027
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• 2020

Background: Previous robot-mediated gait training has been proven several limitations such as pointless repeated motion training, decreased presence, etc. In this research, adult stroke patients were participated in robot-mediated gait training accompanied with or without virtual reality program. Objectives: Exploring whether the results indicated virtual reality system has contribution to muscle strength and balance ability. Design: A case series research, cross-over trial. Methods: Eleven participants (male 4, female 7) with adults diagnosed as stroke from medical doctor ware engaged. The participants received 2 treatment sessions of identical duration, robot-assisted gait training with virtual reality and robot-assisted gait training with screen-off randomly crossed over include 1-day for each person of wash-out period. The parameter was muscle activity, the researchers assessed sEMG (surface electromyography). Results: The result showed less muscle activities during training in robot-assisted gait training with virtual reality circumstances, and these indicated muscles were gluteus medius muscle, vastus medialis muscle, vastus intermedius and vastus lateralis muscle, semimembranosus muscle, gastrocnemius-lateral head, and soleus muscle (P<.05). Conclusion: In this study, we analyzed the outcome of muscle activity for clinical inference of robot-assisted gait training with virtual reality (VR). Less muscle activity was measured in the treatment accompanied by VR, therefore, a more systematic, in-depth and well-founded level of follow-up research is needed.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.479-489
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• 2022

In order to understand how to increase the use of virtual training content at K University's online lifelong education institute, this study examined the use experience, content recognition, field practice replacement, and requirements, focusing on the examples of operating institutions. To this end, 12 institutions that operated virtual training contents distributed by the K University Online Lifelong Education Center in 2020 were selected for in-depth interviews and qualitative analysis was conducted on the interviews of 11 institutions. As a result of the analysis, first, the experience of using the contents of the virtual training operating institution was aimed at changing the educational environment, supplementing theoretical learning, and improving the sense of practice. Second, according to a survey on the recognition of virtual training content, if the importance and utilization of the content are high, it can be replaced by on-site practice in non-face-to-face classes, such as experiences of facilities and equipment, attracting interest and attention. Third, in many cases, the perception of replacement for field practice is not unreasonable to use as a pre-training material for field practice, but it is difficult to replace field practice. Fourth, content quality improvements can be summarized as content quality improvement, content access and manipulation improvement, dedicated device development, training for instructors, and curriculum systematization. Fifth, institutional requirements include improving the quality of virtual training content itself, equipment support, curriculum systemization and characterization, systematic curriculum and detailed content sharing, detailed guidance on using virtual training content, introducing how to use content, and recruiting instructors. This study is meaningful in that it sought ways to improve the utilization of virtual training content based on the perception of virtual training content operating institutions.

• Journal of Korea Multimedia Society
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• v.24 no.2
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• pp.328-335
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• 2021

In the era of 'Untact', virtual reality-based job training platforms are actively being used as part of non-face-to-face education for students with developmental disabilities. Because the people with developmental disabilities may lack sufficient cognitive abilities, it is difficult to conduct untact training seamlessly without the help of a third party. Therefore, it is necessary for training programs to identify the right timing to provide help so that the training can be continued. This research analyzed the visual attention of students with developmental disabilities in virtual reality-based job training program in order to determine the point of time when an intervention is required by the trainee. Results showed that students who completed the mission tended to have intense visual attention on a small number of objects for a certain period of time; the visual attention of the students who failed tended to shift erratically among multiple objects.

• Proceedings of KOSOMES biannual meeting
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• 2018.06a
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• pp.61-61
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• 2018

• Korean Journal of Computational Design and Engineering
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• v.16 no.5
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• pp.370-379
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• 2011

The increasing complexity of complex buildings, such as high-rise buildings and underground subway stations, presents new challenges to firefighters. In a fire in complex buildings, the importance of the collaboration between firefighters is clear. The increased demand on firefighter training for such environment is now evident. Due to cost, time, and safety issues, it is impossible to experience a real fire in such environments for training. In addition, the use of real fire for training does not enable repeatable training and the evaluation of the training is difficult. We developed a team-based firefighter training simulator for complex buildings using the virtual reality technology. It provides the training and evaluation of firefighting and mission-based team training. To model real fire phenomena in virtual space, a numerical analysis method based on fire dynamics is used. To achieve an immersive virtual environment, an augmented reality technique for the compensation of real world image and a haptic technique for heat experience are adopted. The developed training simulator can help the firefighter to respond to large and complex firefighting scenarios, while maintaining the safety of the trainees.

• Journal of Practical Engineering Education
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• v.5 no.2
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• pp.117-122
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• 2013

As the IT technology evolves, virtual reality technology has been developed so fast. Studies of virtual reality technology in various fields have been conducted. There are lots of applications of virtual reality such as education, military, medical, arts, entertainment, and so on. In this research, we applied virtual reality technology to the technical education, and developed various kinds of educational contents using virtual reality. We classified virtual contents into several categories and analyzed the properties and effects, and verified the educational effects of virtual training through the case analysis.