• Journal of Digital Convergence
• /
• v.19 no.11
• /
• pp.463-470
• /
• 2021

Due to natural and human factors, dunhuang frescoes in China have gradually degenerated. China has conducted digital transformation of frescoes since 1990. However, it requires expensive research costs. Most of the visitors passively accept transformation contents and lack subjective participation. The paper focuses on produces a prototype of Dunhuang frescoes on the CoSpaces EDU. It was implemented as a metaverse through procedures such as transforming the cave into 3D, mapping images to the cave model and developing CoBlocks. The research puts forward a more specific methodology without expensive costs of development. The paper makes it easier to realize the immersive and interactive virtual Dunhuang frescoes world, to improve the tourism contents and educational effect. This research carries on the statistics to the product result which develops according to the user experience of 100 different ages, has obtained the good feedback. The research results need to be improved is to strengthen the processing of graphic details. Therefore, Optimization and improvement of the result will be carried out in the future research.

• Journal of The Korean Association of Information Education
• /
• v.26 no.3
• /
• pp.153-165
• /
• 2022

This study is about the Novel Engineering(NE) education program : a class model that combines reading and engineering. By including the process of directly designing and programming a virtual reality using CospacesEdu (a VR authoring tool for the NE class), the effects of the educational program on learners' STEAM literacy and Learning immersion are demonstrated. Moreover, the subject of this education is Dokdo in South Korea. As a result, the average of STEAM literacy is increased, and a significant change is confirmed statistically in Convergence. Learning immersion shows significant improvement in Challenges-skills balance. On the other hand, some students experience difficulties due to the long research stages, from reading a book to researching for information to designing VR and rewriting a story with the collected information. In conclusion, this study will help generalise other education using NE, and this developed program will be a reference that would suggest a new way of teaching.

• Journal of The Korean Association of Information Education
• /
• v.22 no.4
• /
• pp.501-508
• /
• 2018

Virtual reality contents can contribute to students' experience in teaching and learning activities, and teachers and students are increasingly interested in using virtual reality in educational settings. For this purpose, We have developed a curriculum designed to teach pre-service teachers Cospaces at the College of Education and analyzed the influence of learners on learning motivation. For the evaluation of this study, a pre- and post-questionnaire was conducted and analyzed. As a result, attention and confidence of learning motivation differ according to gender, and new technology and achievement affect learning motivation.

• Journal of The Korean Association of Information Education
• /
• v.26 no.3
• /
• pp.219-227
• /
• 2022

Students are always preparing for remote classes while taking face-to-face classes due to COVID-19. However, it is true that the class satisfaction with distance learning is not high for students and teachers. The idea that even if remote classes are conducted at home, it would be nice to have classes together like real ones, the need for a virtual world education program that utilizes augmented reality and virtual reality based on the metaverse has emerged. However, there are very few studies that teachers try to apply them to their classes. In this study, a metaverse application curriculum was presented for elementary science and 'space' domains. To implement the metaverse, ZEPETO and COSPACIS EDU were used. In the analysis of content creation with students and evaluation with schoolmates, this study showed that the concentration of learning was increased and creativity improved in the 'real', 'individual', and 'society' domains.