• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.7
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• pp.2531-2546
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• 2021

For several years, virtual reality (VR) and augmented reality (AR) technologies have been improving. However, some hurdles remain that slow down the distribution of VR and AR devices, such as head-mounted display (HMD), and related consumer content. One issue is VR motion sickness, which has been experienced by users using 360 degree VR content via HMD. This paper discusses the related international standardization work that classifies the factors causing VR sickness, and proposes the process for VR sickness level evaluation. Among the factors causing VR sickness, many research institutes regard minimizing MTP (Motion-to-Photon) latency as the key enabler to mitigate VR sickness. Thus, this paper introduces research trends of MTP latency measurement and MTP latency mitigation. This paper categorizes the research on MTP latency measurement into 2 categories of hardware-based approach and software code-level approach. The 2 approaches have different pros and cons depending on use-case, purpose, and architecture of each multimedia system. The pros and cons are addressed in this paper. Additionally, the research on mitigating MTP latency with diverse strategies such as proactive computing, caching, and edge server technology is explained, and compared to conventional technologies, shows improved performance.

• KIPS Transactions on Software and Data Engineering
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• v.9 no.11
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• pp.329-331
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• 2020

Edutech is a compound word of education and technology, and is an educational paradigm in the era of the 4th industrial revolution. This refers to next-generation education using information and communication technology (ICT) such as big data, artificial intelligence (AI), robots, and virtual reality (VR) of the 4th industrial revolution. e-Learning is being used as an online lecture for education in ICT, but edutech is attracting attention along with e-learning as the feeding of non-face-to-face education has rapidly increased due to COVID-19. Therefore, this paper summarizes the reviewed papers on the blockchain-based badge service platform, simulation-based collaborative e-Learning system, video English dictionary, and blockchain-based access control audit system.

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

• Smart Media Journal
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• v.9 no.4
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• pp.152-161
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• 2020

In the construction, VR(Virtual Reality) is simply used by users to implement and experience 3D modeling in virtual reality, such as safety, practical education, and promotion. The VR related research includes content development and visualization simulation such as disaster safety evacuation simulation and design education contents. Research on developing suitable VR and presenting directionality is insufficient, which is required in practice. Therefore, in this study, prior to the development of VR suitable for the construction, quantitative evaluation, and analysis based on the judgment of experts are performed. However, the research was conducted on the design stages, which are believed to have high needs and application effects of VR during the lifecycle of construction. There are nine tasks that can be applied to VR in the design stage, and these tasks were evaluated and analyzed using IPA(Importance Performance Analysis) by surveying the level of expectations, importance, and performance. As a result, it was evaluated and analyzed that VR and content development was necessary for the review of member interference and collaboration work for decision making among related stakeholders. The results of this study are expected to be used as basic data for the development of VR to be applied in the design stage to the future.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.65 no.10
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• pp.1767-1773
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• 2016

Every year, lives are lost due to electrical safety accidents that could have been prevented with proper education and awareness of electrical safety. To prevent such accidents, experiential education is more effective than indoctrination education. This paper describes the electrical safety education system based on virtual reality (VR) and evaluates effect of the proposed system. Users operated the experiential electrical safety education system, and they were provided electrical stimulation in an electric shock experience using a haptic device. Appropriate stimulation values were calculated according to age (children vs. adults) and gender through experiment. The scenario in which participants experience electrical safety in the home environment was structured, and related educational contents was produced. A total of 68 healthy elementary students evaluated the educational effect of the system. The results showed that the educational effect and the sustainability of effect of the proposed system are superior to those of existing multimedia learning methods. By implementing electrical safety education stimulating the senses of human, the learning effect was promoted and this experiential education would be able to prevent electrical accidents.

• Journal of Information Technology Applications and Management
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• v.27 no.4
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• pp.49-62
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• 2020

In this study, the research model of VR·AR contents convergence education for solving social problems was presented after benchmarking the domestic and foreign realistic educational contents industry and policy trends and Fishbone diagram analysis. The goal was to create VR·AR content convergence talent for co-prosperity in the era of the fourth industrial revolution, and the target of education was students, researchers, and business personnel who are interested in VR AR technology education and contents business such as game animation, etc. The education model is based on understanding about storytelling of the socially disadvantaged, such as children and the elderly, and is technology education for content production including the application of virtual and augmented reality SW, and is a convergence education for content planning and business model strategy development.

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

• Journal of the Korean Society of Industry Convergence
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• v.26 no.3
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• pp.463-470
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• 2023

In this study, an electronic parts assembly training system using Leap Motion was developed in consideration of the processes actually operated in the assembly process of electronic products. Based on Leap Motion and Oculus VR equipment, the system was developed to transfer user's hand movement data in real time and convert it into hand movement in virtual space so that electronic parts assembly simulation can be performed step by step. Through this, it was confirmed that the user can obtain an experience similar to the actual electronic parts assembly work, prevent errors that may occur during the assembly process, and improve proficiency. It is expected that this thesis will provide directions for the quality improvement and development of various education and training programs for virtual reality-based manufacturing processes.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.4
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• pp.541-547
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• 2022

Realistic education using virtual reality compared to traditional learning can enhance students' understanding of knowledge through immersion and interaction. In previous studies, VR education is mainly focused on experiences, and it is difficult to find its applications for environmental education. Environmental issues are a global problem, and environmental education is essential for the future. In this research, we developed an immersive virtual reality-based environmental education simulation designed to help students recognize the importance of environmental education and participate in environmental-friendly actions. This simulation is based on the virtual ecosystem model, which maintains a casual relationship among environmental factors, spatio-temporal connection, and persistent state. Users intuitively recognize environmental problems and is motivated to solve the problem while experiencing the results of interaction related to environmental factors in virtual environment.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2023.11a
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• pp.259-260
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• 2023

This study aims to build VR using BIM at our actual site, simulate it in a realistic background, and simulate new safety-related technologies being developed by our company rather than safety education contents to review optimal use plans for each field type so that the new technology can be effectively applied in the field.