• Educational Technology International
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• v.21 no.2
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• pp.155-191
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• 2020

The aim of this study was to examine the trends (e.g., the distribution of the studies by year, country, research methods, and participants' education level) and fundamental findings [e.g., interaction in Virtual Reality (VR) environments, educational content through VR and Augmented Reality (AR) technologies, learning environment in AR, etc.] regarding immersive learning technologies such as VR and AR in English Language Teaching (ELT) between 2010 and 2019. Employing a systematic review research methodology, data was gathered from 59 academic articles published in the following databases: EBSCOhost, ERIC, Web of Science, and Taylor & Francis. The studies were analyzed using a content analysis approach, and findings demonstrated that immersive learning technologies in ELT came to prominence in 2017. Mixed methods research was the most widely employed research method. The most studied language skill was vocabulary for AR and speaking for VR. The results also revealed advantages and challenges with regards to the use of immersive learning technologies in ELT. Further analysis illustrated the findings related to characteristics of immersive learning technologies in ELT. Based on this review, research and design implications for researchers and practitioners are presented.

• International Journal of Contents
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• v.16 no.3
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• pp.18-32
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• 2020

The aim of this study was to perform a meta-analysis of the learning outcomes of immersive learning technologies in English language teaching (ELT). This study examined 12 articles, yielding a total of 20 effect sizes. The Comprehensive Meta-Analysis (CMA) program was employed for data analysis. The findings revealed that the overall effect size was 0.84, implying a large effect size. Additionally, the mean effect sizes of the dependent variables revealed a large effect size for both the cognitive and affective domains. Furthermore, the study analyzed the impact of moderator variables such as sample scale, technology type, tool type, work type, program type, duration (sessions), the degree of immersion, instructional technique, and augmented reality (AR) type. Among the moderators, the degree of immersion was found to be statistically significant. In conclusion, the study results suggested that immersive learning technologies had a positive impact on learning in ELT.

• Asia-Pacific Journal of Business
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• v.15 no.3
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• pp.47-66
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• 2024

Purpose - This study aimed to investigate the impact of immersive virtual reality (VR) technology on learning effectiveness in museum environments by integrating experience economy theory and flow theory. Design/methodology/approach - Survey data were collected from 200 participants who experienced VR in a museum setting. A PLS path analysis was conducted to examine the relationships between key variables. Findings - The study found that the three main VR features-interactivity, vividness, and novelty-had significant positive effects on the four experiential dimensions of the experience economy: educational, entertainment, escapist, and esthetic experiences, with the exception of novelty not impacting esthetic experience. Among these dimensions, only educational experiences significantly influenced perceived learning effectiveness, and this relationship was mediated by the flow state. Research implications or Originality - This research provides valuable insights into how immersive VR can enhance learning effectiveness in museums. It emphasizes the importance of focusing on educational experiences and suggests that achieving a flow state is crucial for improving learning outcomes in VR-based museum experiences.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.119-130
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• 2020

This study developed an English conversation learning program in immersive virtual reality (VR) environments and compared its effects with non-immersive VR environment using a computer monitor. The effects of the program was assessed using language anxiety and learning achievement. The results indicated that students' language anxiety decreased significantly after learning English conversation in VR environment, but there was no difference between immersive and non-immersive VR. The two VR conditions also produced similar learning outcomes. Future research on immersive VR need to address cyber sickness problems and develop effective learning contents in order to realize its potential for learning.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.209-217
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• 2022

Virtual reality entered a new phase with the introduction of wearable devices represented by Oculus. This study proposes an immersive virtual reality based on Oculus Rift that enables direct immersion in virtual reality from a first-person perspective for English learning. At this point, it is meaningful to provide considerations when designing instruction for language learning through a comprehensive and integrated review of immersive virtual reality. Therefore, the main purpose of this study is to find a way to maximize the application of language education in the immersive virtual world. And for the design elements for English learning through immersive virtual reality, the setting of learning theory, consideration of differences in learning, selection of learning tasks, regulation of teachers' influence, determination of types of applied senses, flexibility of design, and usage environment were suggested. By integrating the results, various discussions and directions for instructional design were presented.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.321-332
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• 2021

This study developed an English conversation learning program using virtual reality(VR) and mobile devices. Participants learned and practiced English conversational patterns in immersive virtual reality and mobile conditions. In the program, participants learned and practiced nine conversational patterns with virtual characters in four steps. Language anxiety and conversational fluency were measured to examine the effects of this program. Language anxiety questionnaire was administered before and after the experiment. The results showed that language anxiety was significantly reduced after learning in both conditions, and the reduction waa significantly greater in the immersive condition. Conversational fluency was assessed based on the changes in the length, appropriateness, and accuracy of the responses before and after participants learned and practiced conversational episodes. The results showed that the length, appropriateness, and accuracy of the responses were improved in both conditions after learning. The response length was significantly longer in the immersive VR conditions. These results suggest that immersive VR can be an effective tool to enhance English conversational abilities.

• Korean Journal of Computational Design and Engineering
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• v.21 no.4
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• pp.397-408
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• 2016

VR and AR are widely used in many applications to provide more immersive visualization and natural interaction for learning and experiencing virtual but realistic tasks. Energy saving is considered as one of the most important issues throughout the world in order to overcome global warming and energy crisis. In particular, the awareness of home energy saving is regarded as a first step to deal with this issue. In this paper, we suggest a new learning environment using virtual and augmented reality (VR/AR) for home energy saving experience. In particular, it presents a comparative study of the user experience in home energy awareness using immersive virtual reality and mobile augmented reality. The first person user experience using immersive VR wearing head mounted display (HMD) and the third person user experience using mobile AR are implemented and systematically compared with each other in terms of the learning effect of energy saving and qualitative usability. Implementation results will be given to show the advantage and effectiveness of the proposed approach.

• Educational Technology International
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• v.18 no.1
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• pp.49-71
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• 2017

The purpose of the study was to identify key design features of virtual reality with head-mounted displays (HMD) and touchless interface for the hearing-impaired and hard-of-hearing learners. The virtual reality based training program was aimed to help hearing-impaired learners in machine operating learning, which requires spatial understanding to operate. We developed an immersive virtual learning environment prototype with an HMD (Oculus Rift) and a touchless natural user interface (Leap Motion) to identify the key design features required to enhance virtual reality for the hearing-impaired and hard-of-hearing learners. Two usability tests of the prototype were conducted, which revealed that several features in the system need revision and that the technology presents an enormous potential to help hearing-impaired learners by providing realistic and immersive learning experiences. After the usability tests of hearing-impaired students' exploring the 3D virtual space, interviews were conducted, which also established that further revision of the system is needed, which would take into account the learners' physical as well as cognitive characteristics.

• The Journal of the Korea Contents Association
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• v.10 no.8
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• pp.1-10
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• 2010

For virtual education, the multimodal learning environment with haptic feedback, termed 'immersive textbook', is necessary to enhance the learning effectiveness. However, the learning contents for immersive textbook are not widely available due to the constraints in creation and playback environments. To address this problem, we propose a framework for producing and displaying the multimodal contents for immersive textbook. Our framework provides an XML-based meta-language to produce the multimodal learning contents in the form of intuitive script. Thus it can help the user, without any prior knowledge of multimodal interactions, produce his or her own learning contents. The contents are then interpreted by script engine and delivered to the user by visual and haptic rendering loops. Also we implemented a prototype based on the aforementioned proposals and performed user evaluation to verify the validity of our framework.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• fall
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• pp.33-36
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• 2021

In this paper, we propose a new method for improving compression efficiency of immersive video using reinforcement learning. Immersive video means a video that a user can directly experience, such as 3DOF+ videos and Point Cloud videos. It has a vast amount of information due to their characteristics. Therefore, lots of compression methods for immersive video are being studied, and generally, a method, which projects an 3D image into 2D image, is used. However, in this process, a region where information does not exist is created, and it can decrease the compression efficiency. To solve this problem, we propose the reinforcement learning-based filling method with considering the characteristics of images. Experimental results show that the performance is better than the conventional padding method.