• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 1997.06a
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• pp.89-94
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• 1997

In this paper, we present a VR-based interface method which provides users more natural, realistic, and interactive communication and collaboration tool. Since most services in the communication systems matches with the services in the real world, the best understanding would be achieved when the communication services are represented in accordance with the services in the real world. However, conventional text-based interface and 2D GUI cannot provide such reality to the users. In this paper, we discuss VR-based interface to overcome such difficulty and introduce one instance of communication system using the VR-based realistic, what we call Virtual Village, which we are currently developing. This application might be applied to education in virtual space, desktop conferencing system, and entertainment such as MUD or the games in the distributed environment, etc.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.33-40
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• 2018

This study highlights the experiences and lessons learned, through the introduction and production of virtual reality in elementary school classes. We analysed the effects of virtual reality-contents production education using the data from the K.A.P survey, as well as the results from the class using virtual reality. We used Cospaces as a tool for coding the virtual reality content. It was not difficult for students to learn its functions because it could be coded with blockly based programmes. We analysed the results in the practice area. Based on these results, we suggest how to apply this to the elementary school field.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2018.05a
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• pp.173-174
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• 2018

Recently, a growing number of accidents have taken place at construction sites, causing serious casualties. To prevent accidents or minimize damage, it is necessary to develop the safety precautions education is essential. However, the effects of safety education do not have as much effect as the importance of safety education. so As a new direction, we are looking forward to effective education by simulating realistic environments using VR. The safety training method used to experience and learn dynamic situations in a limited room wearing HMD is combined with VR. It will be the start of the construction industry going forward.

• Journal of the Korea Society of Computer and Information
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• v.22 no.10
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• pp.41-45
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• 2017

Virtual Reality (VR) is widely used in various fields, and it is expanding game and movie toward health care, business Software, education, and web services. Especially various researches are actively conducted in the field of exhibition, utilizing smart phone based detachable HMD (Head Mounted Display). The VR exhibition solves addresses both temporal and spacial constraints overcoming the unilateral information transfer exhibitions. This paper presents a method to overcome the limitation of time, space, and unidirectional information transfer in offline exhibition, and also presents a new method that utilizes multimedia visual design artwork as VR contents.

• Journal of Engineering Education Research
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• v.26 no.2
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• pp.23-31
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• 2023

The purpose of this study is to explore the effectiveness of VR-based industrial safety education compared with conventional methods. For the study, three types of safety learning contents(VR-based learning, rule-based learning, and case-based learning) were developed and implemented with three college students groups. The results show that VR-based learning was effective in sustaining learning outcomes compared to other two conventional contents groups. In addition, participants perceived VR-based safety learning is attractive that facilitates their learning motivation and usefulness.

• Journal of Korea Multimedia Society
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• v.23 no.5
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• pp.700-709
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• 2020

With the development of virtual reality (VR)-related technology and the advent of the 5G era, VR-based streaming games or content have been developed and transmitted at high speed. Although VR technology is also being applied in education, health care, manufacturing, and production fields, its main application is for entertainment. VR technology has been developed based on hardware and various contents have been developed accordingly; however, the number of VR content with high entertainment value is insufficient, and there are primarily hands-on contents. In this paper, we propose a method for developing an writing tool that can enhance the productivity in the development and editing of VR content and create VR contents based on a timeline by reflecting the storytelling rather than by a simple empirical type to solve the bias in content style. The proposed VR content writing tool is expected to increase the productivity in VR content development and contribute to the creation of various styles of content. Its implementation can enable developers to create specific stories in a timeline and support several animation effects.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.342-353
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• 2017

The purpose of this study was to develop and to explore the possibility of the virtual reality based communication training program(VR-CTP) for students with intellectual disabilities. To do this, sentences and dialogue of program were extracted from the National Common Basic Curriculum of Special School and the contents design of program were developed based on the consultation by special education experts. To explore the possibility of applying the VR-CTP, a usability evaluation was conducted with 30 special school teachers and 44 students with intellectual disabilities. The results showed that the VR-CTP had a high level of usability as the special school teachers received 4.23 and the students with intellectual disabilities received 4.44 out of 5. But there is no difference of usability evaluation on the special teachers' school level and teaching experiences without arrangement of school. Also, there is no difference of usability evaluation on the students' IQ, school level, and arrangement of school. As a result of this study, we can draw a conclusion that there is a possibility of applying the VR-CTP to language education for students with intellectual disabilities.

• Journal of radiological science and technology
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• v.43 no.6
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• pp.519-524
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• 2020

This study developed radiation therapy contents based on virtual reality technology and applied them to radiation students. A survey was conducted to analyze the relationship between learning effects and learning satisfaction to students who used virtual reality education videos to analyze their learning performance. 71 students radiology department were classified into two groups one that experienced virtual reality and the other that did not experienced virtual reality. We surveyed between the two groups analyzed self-directed learning, self-learning efficacy and learning satisfaction. As a result, the comparison between the two groups showed no difference between self-directed learning and self-learning efficacy. But the learning satisfaction was significant from 2.64±0.83 to 3.20±0.88 in the problem solving process for groups applying virtual reality contents. Therefore, learning satisfaction has improved experienced group virtual reality content and the materials for virtual reality education can be applied more efficiently in non-face-to-face lectures.

• Journal of the Korea Society of Computer and Information
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• v.26 no.1
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• pp.209-216
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• 2021

In this paper, I developed a scenario-based admission management virtual reality (SAM VR) content for practical training for nursing students and verified the effectiveness. The SAM VR contents used in the study was developed by the researcher using Gear VR and smartphone according to the standard practical procedure suggested by the Korea Acreditation Board of Nursing Education and Evaluation. In the 30 experimental groups who received practical training using SAM VR contents, learning flow, learning confidence, and learning satisfaction increased statistically significantly after the practical training (p<.001). In the control group, who received practical training in the traditional way, learning confidence increased after the practical training (p<.005), but there was no change in learning flow and learning satisfaction (p>.005). It was verified that the SAM VR contents are effective practical education contents for nursing students' learning flow, learning confidence and learning satisfaction.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.269-278
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• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.