• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.71-78
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• 2020

To maximize educational effect with new educational methods in the 4th Industrial Revolution era, immersive education has become the core type of education and virtual reality (VR) is at the center of realistic content. VR education is increasing in school, but researches on VR production education are insufficient. Our study has proposed a school-level curriculum for students to create their own VR content. The output and the survey results were analyzed to find out the learner characteristics of elementary school students, middle school students, and pre-service teachers at each school level. As a result, there were some noticeable differences in concentration, content subject, and production time according to school level. Primary school students focused on their subjects, middle school students related to learning, and pre-service teachers put top priority on contents useful for primary education.

• Journal of Creative Information Culture
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• v.3 no.1
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• pp.29-36
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• 2017

The Ministry of Education announced plans to introduce SW education to elementary and secondary schools in the 2015 curriculum. However, if we examine major foreign countries where SW education strongly implemented it is found that they stress not only coding education but also real life SW education. Especially they emphasized convergence with other different fields. Therefore, it can be concluded SW education in Korea should be differentiated based on levels of students. For the common basic curriculum, it is needed basic concepts and thinking skills of SW development, but for the enriched curriculum, it should be emphasized SW development education that can be applied to real life experiences and other difference fields as well. Therefore, it is necessary to plan SW intensive education to develop programs for the enriched program. In this study, I explored how virtual reality programming education can be applied to the level of elementary and secondary school students as an enrichment program.

• Journal of Practical Engineering Education
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• v.13 no.3
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• pp.483-490
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• 2021

In this paper, we proposed the development of a smart factory intergrated technology education platform using smart factory based CPPS (Cyber Physical Production System) and VR (Vitrual Reality) technology and educational methods using the platform. A platform has been developed to learn how to integrate 3D digital twin and BOP (Bill of Process)-based manufacturing processes. In addition, Digital Twin established a smart factory-based integrated education platform by linking mechanical systems, digital twins, and virtual reality through the OPC-UA server. Based on this platform, the smart factory integration platform is proposed to have individual elements of the smart factory integration platform through BOP-based digital twin simulation, OPC-UA integration, MES system, SCADA system, and VR interworking.

• Smart Media Journal
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• v.8 no.4
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• pp.53-57
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• 2019

In this paper, we propose a flex sensor-based data glove to track the movements of human fingers for virtual reality education. By putting flex sensors and utilizing an accelerometer, this data glove allows people to enjoy applications for virtual reality (VR) or augmented reality (AR). With the maximum and minimum values of the flex sensor at each finger joint, it determines an angle corresponding to the bending value of the flex sensor. It tracks the movements of fingers and hand gestures with respect to the angle values at finger joints. In order to prove the effectiveness of the proposed data glove, we implemented a VR classroom application.

• International Journal of Contents
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• v.16 no.2
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• pp.19-29
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• 2020

In the era of noble technology, virtual reality (VR) has been adopted in various fields, with the advantages of VR in education being confirmed through numerous studies. In skill development training education, humans or equipment that interact with the trainee are crucial and currently VR is more preferred. In this study, six projects were selected and reviewed in-depth visualizing the use of VR in training and its potential. Comparison between the learning actions of training in the virtual and real environments were conducted. Training through VR is location-dependent, time-dependent, safe, and reversible. VR application is also determined by the preps and feedback-providing functionality which must be emphasized. All the advantages of VR in skill development training make it an opportunity provider. This article can be used by those developing VR projects for skill development training.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2009.01a
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• pp.834-837
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• 2009

Augmented Reality (AR) is a useful technology for various industrial systems. This paper suggests a new playground system which uses markerless AR technology. We developed a virtual playground system that can learn physics and kinematics from the physical play of people. The virtual playground is a space in which real scenes and CG are mixed. As for the CG objects, physics of the real world is used. This is realized by a physics engine. Therefore it is necessary to analyze information from cameras, so that CG reflects the real world. Various games options are possible using real world images and physics simulation in the virtual playground. We think that the system is effective for education. Because CG behaves according to physics simulation, users can learn physics and kinematics from the system. We think that the system can take its place in the field of education through entertainment.

• Journal of the Korean earth science society
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• v.23 no.7
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• pp.531-542
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• 2002

The experimental side of earth science contains a lot of variables that cannot be controlled in the classroom or in the laboratory. Therefore, as one method to overcome these difficulties, a learning program using 3D Virtual Reality technique has been developed. The program was used with 701 middle school students. The result showed that the program had a very positive effect on inducing interest and motivation through a sense of immersion, and it also showed to be a big help in the improvement of space perception ability.

• 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 Korea Multimedia Society
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• v.12 no.12
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• pp.1761-1768
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• 2009

In this paper, we implemented online real time strategy game using hand as the mouse in augmented reality. Also, we introduced the algorithm for detecting hand direction, finding fingertip of the index finger and counting the number of fingers for interaction between users and the virtual objects. The proposed method increases the reality of the game by combining the real world and the virtual objects. Retinex algorithm is used to remove the effect of illumination change. The implementation of the virtual reality in the online environment enables to extend the applicability of the proposed method to the areas such as online education, remote medical treatment, and mobile interactive games.

• Educational Technology International
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• v.22 no.1
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• pp.1-21
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• 2021

This study examined the effects of egocentric distance and screen size on learners' perceived virtual presence in a virtual reality environment with a large-screen display. Sixty-four undergraduate students participated in the study, which used a 3×2 randomized-block factorial design with repeated measures. Two independent variables were included: 1) egocentric distance, or the physical distance between the viewer's position and a screen display, and 2) screen size, or different screen heights with fixed width. Learners' perceived virtual presence, comprising involvement, spatial presence, and realness, was the dependent variable. Results showed that egocentric distance had significant effects on virtual presence, while screen size had none. A detailed discussion and implications are provided.