• Proceedings of the Korea Contents Association Conference
• /
• 2011.05a
• /
• pp.229-230
• /
• 2011

이 연구는 청각장애자 및 건청인들을 위한 수화교육 시스템으로 주어진 환경 내에서 청각 장애자 및 건청인들에게 3D 시각적인 정보를 활용해 교육하는 시스템에 대한 연구이다. 실생활에서 사용하는 수화 동작은 3D DB화하여, 입력되는 한글 텍스트에 대응해 3D 캐릭터가 수화 동작을 리얼하게 구현하는 것을 목적으로, 수화 교육이 필요한 장소나 사람들에게 유용하게 활용할 수 있도록 한다. 생활단어를 추가하여 대부분의 생활용어를 적절히 표현할 수 있도록 하고, 자연스러운 수화단어 구현을 위한 모션 편집 및 블랜딩 기법을 적용하며, 자연어처리 알고리즘을 활용하여 한글문장에도 대응할 수 있도록 개발하기 위하여 수화 애니메이션 기술, 한글 입력 문장에 따른 3D 수화 구문 변화 자연어 처리 알고리즘, 실시간 3D 랜더링 기술 등을 근간으로 한 시스템을 개발하고자 한다.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.13 no.7
• /
• pp.1303-1311
• /
• 2009

This paper describes a new visual VR authoring tool called DEVISE (Drawing Environment for VR-based Inquiry-learning Science Education) which is designed to support scientific inquiry learning. DEVISE allows users with no programming expertise to easily build the science inquiry learning VR contents by using 2D drawing interface to place 3D objects and specify properties of the virtual worlds or objects. This paper first describes the related works of VR authoring tools and inquiry learning virtual environments. It also explains SASILE, an integrated virtual environment system for supporting science inquiry learning, and its problems. Then, it describes DEVISE system components and its workflow, and it discusses the observation results of user evaluations of developing science inquiry-learning VR contents.

• Journal of Korea Game Society
• /
• v.13 no.5
• /
• pp.63-72
• /
• 2013

To enhance the effect of science educational contents, we developed a motion based training content: 3D space exploration. In this content, we used the 3D depth camera for user's motion recognition. Learners have to conduct the space station maintenance mission using the motion based natural and intuitive interface. The result this study is expected to propose the immersive training simulation for young science learners.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.23 no.11
• /
• pp.1482-1484
• /
• 2019

We present a method for transmitting 3D object information in real time in a telepresence system. Three-dimensional object information consists of a large amount of point cloud data, which requires high performance computing power and ultra-wideband network transmission environment to process and transmit such a large amount of data in real time. In this paper, multiple users can transmit object motion and facial expression information in real time even in small network bands by using GANs (Generative Adversarial Networks), a non-supervised learning machine learning algorithm, for real-time transmission of 3D point cloud data. In particular, we propose the creation of an object similar to the original using only the feature information of 3D objects using conditional GANs.

• Journal of Korea Game Society
• /
• v.16 no.3
• /
• pp.109-116
• /
• 2016

Distance learning systems that teacher and learner(s) are located at remote have been in progress in a way that directly transfer the video and audio. To get the interest of learners and effectiveness of education or to overcome the poor network environment, various methods utilizing computer graphics in the distance learning system have been attempted. This paper describes a design and implementation of a distance learning system using 3D animation control technology based on Kinect and network game technology. Distance learning system designed and implemented in this paper is a good example of combining education and game technology. And I expect to be used at various educational contents in the future.

• Korean Journal of Acupuncture
• /
• v.38 no.4
• /
• pp.267-274
• /
• 2021

Objectives : Acupoints education is important in that it can determine the clinical competency of Korean Medicine Doctors (KMDs). Accordingly, we aimed to develop a practical simulator for acupoints education, acupoints training, acupoints practice, and acupoints evaluation. Methods : Korean Medicine (KM) SMART Table can be divided into hardware, server and components, and is organically linked. We develop KM SMART Table that combines the hardware of a human-sized table with a UHD display capable of multi-touch in two cases and software that can teach acupoints. We make Augmented Reality (AR) contents linked with KM SMART Table contents and develop applications that can use contents using mobile devices. By developing an AR image tracking module to react with KM SMART Table, it enables acupoint learning according to the mobile device platform and human anatomy. Results : The current system is a prototype where some 3D technology has been implemented, but the AR function will be produced later. New learning using 3D and AR will be required during acupoints education and acupoints practice. It will be used a lot in OSCE (Objective Structured Clinical Examination) practices for strengthening the competency of KMDs, and it will be of great help not only in KM education as a unique simulator of KM, but also in the practice of acupuncture and chuna for musculoskeletal diseases. Conclusions : The KM SMART Table is a technology that combines 3D and AR to learn acupoints, and to conduct acupoints OSCE practice, and we suggest that it can be usefully used for educational evaluation.

• Journal of Science Education
• /
• v.38 no.3
• /
• pp.555-568
• /
• 2014

Even though identical science textbooks are used in elementary science classes, differences exist in teachers' teaching practices. The purpose of this study was to understand the relationships between elementary teachers' beliefs of science learning and their science teaching practices. An Likert-scale survey and interviews were performed on four elementary teachers to obtain information about the beliefs of teachers in science learning. In order to understand their teaching practices and the relationships between teachers' beliefs and their teaching practices, 2 classes per each teacher were recorded and instruction analyses were performed in the aspects of teaching contents, methods, and learning environments. The results showed that teacher A and B, who held traditional beliefs of science learning, taught their classes mainly based on teacher's explanation. While, teacher C and D, who held constructive beliefs of science learning, reorganized the contents of textbooks and applied various teaching methods and strategies in conducting their teaching practices. There were differences in teachers' beliefs of science learning and teaching practices. These differences in beliefs were related with their science teaching practices.

• Proceedings of the Korea Contents Association Conference
• /
• 2011.05a
• /
• pp.227-228
• /
• 2011

본 연구는 사용자가 실전 태권도 기술을 용이하게 학습할 수 있는 교육용 콘텐츠를 개발하는 것으로, DVD를 포함한 교본들의 일방향성이라는 문제점을 해결하고자 사용자가 프로그램을 직접 조작하여 상하좌우 자세를 확인해가면서 3D 애니메이션과 영상 등을 통해 양방향성 학습이 가능하도록 태권도 3D 학습 콘텐츠 프로그램을 개발하는 것이 목적이다. 단순히 품새만을 학습하는 것이 아닌 기본동작부터 스텝, 낙법, 품새, 실전훈련 콘텐츠까지 체계적으로 학습이 가능하도록 개발한다. 또한 태권도의 난해하고 세밀한 자세들의 정확도를 높이기 위하여 광학식 모션캡쳐 기술을 이용하여 자연스러운 동작이 표현되도록 3D 캐릭터와 애니메이션 콘텐츠를 개발하고 동작분석과 올바른 자세교정을 위하여 3D 실시간 렌더링 프로그램에 카메라 방향 조작, 화면 확대, 회전, 이동, 속도 조절, 구분동작 학습, 구간반복 기능 등을 개발한다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2014.01a
• /
• pp.327-332
• /
• 2014

본 논문에서는 Unity 3D 엔진을 이용하여 게임개발을 위한 학습용 앱의 구현 내용을 소개하였다. Unity 엔진을 이용하면 필드의 제작, 캐릭터 애니메이션 세팅, 스크립트 작성, Asset 관리, 레벨 디자인 등 많은 작업을 하나의 통합 환경에서 수행할 수 있다. 또한 컴파일 과정을 거치지 않아도 게임을 제작하는 도중 언제라도 실행해 볼 수 있기 때문에 개발에 걸리는 시간을 단축할 수 있다. 본 연구의 과정은 게임 앱 설계 관련 프로젝트의 수행이나 학습용 게임 개발의 학습 모형을 제시한 사례로 활용할 수 있다.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.15 no.1
• /
• pp.257-263
• /
• 2011

Recently as AR(Augmented Reality) is focus of attention, AR is applied to various fields and is expected its valuable use. In this paper, we implemented the system based on Goblin XNA which supports high resolution model file and higher AR. We confirmed the relation of model output among the number of marker, the location and changes of camera distance. And we produced the infantile studying contents using AR and embodied. In implemented contents, we showed the familiar character to infants on each page marker. As the result of it, we can raise their concentration and at a time studying supporters can use the contents easily as well. Also we put 3 marker on each page of contents to recognize it smoothly in case one part of it is hidden by any obstacle. Finally we maximized the learning effect such as presence and immersion in studying through reinforcing 3D models according to the every situation.