• Title, Summary, Keyword: Virtual Reality education

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Exploring Application Ways of Virtual Reality Technology in Science Education (과학교육에서 가상현실 기법의 활용 모색)

  • Shim, Kew-Cheol;Park, Jong-Seok;Kim, Hyun-Sup;Kim, Jae-Hyun;Park, Young-Chul;Ryu, Hai-Il
    • Journal of The Korean Association For Science Education
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    • v.21 no.4
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    • pp.725-737
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    • 2001
  • Virtual reality technology is very useful for the 21C science education, and is able to contribute to the development of new teaching and learning methods in science education. One of these computer-based technologies, virtual reality, is possible to use in many directions. It is a new communication medium that is receiving a lot of attention, and is usually identified by a collection of technological hardware. Virtual reality is defined as a highly interactive, computer-based, multimedia environment in which the user becomes the participant, with the computer in a virtual real world. A key feature of virtual reality is real-time interactivity, in that the computer is able to detect user inputs and instantaneously modify the virtual world. It is being used in a wide variety of fields including physics, chemistry, human biology, biomedical sciences, military, architecture, industry and the entertainment. In classroom, using science educational program developed by virtual reality technology can increase the interests of students, promote understanding of basic science concepts, help laboratory skills, and encourage creative learning for them.

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A Study on the Effectiveness of Military Counseling Practice Education using Virtual Reality (가상현실을 활용한 병영상담 실습교육 효과 연구)

  • Min, Seunghee;Kim, Doheon;Kim, Yeekhyun
    • Journal of The Korean Association of Information Education
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    • v.25 no.3
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    • pp.527-535
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    • 2021
  • This study examined the reality of military counseling education applied by the Army and studied the effects of military counseling training using virtual reality. First, we explored the cases of virtual reality application related to counseling, reviewed the virtual reality technology that can be benchmarked in the Army military counseling education, and examined the applicable technology. We classified the education method and the curriculum for the students and tested the difference using the analysis of variance, which is a statistical analysis method, through the satisfaction measurement of the current education. In addition, after having students experience virtual reality contents, the effects of practical training applied with virtual reality technology were derived and the difference in actual training was compared and analyzed through T-test. Then, the reliability of the study was improved by analyzing the effects of practical training using virtual reality by using the Analytic Hierarchy Process for the expert group who can consider the overall situation. Based on the results of the analysis, the development plan of military counseling training combined with virtual reality technology and the supplements of current military counseling education were presented as policy implications.

Case Study on the Development and Use of Technical Training Contents using Virtual Reality (가상현실을 이용한 기술훈련 콘텐츠의 개발 및 활용 사례연구)

  • An, Deug-Yong;Park, Hyung Kun
    • Journal of Practical Engineering Education
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    • v.5 no.2
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    • pp.117-122
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    • 2013
  • As the IT technology evolves, virtual reality technology has been developed so fast. Studies of virtual reality technology in various fields have been conducted. There are lots of applications of virtual reality such as education, military, medical, arts, entertainment, and so on. In this research, we applied virtual reality technology to the technical education, and developed various kinds of educational contents using virtual reality. We classified virtual contents into several categories and analyzed the properties and effects, and verified the educational effects of virtual training through the case analysis.

Analysis of Learning Effect through the Development and Application of Virtual Reality(VR) Education Content for Radiology Students (방사선과 학생을 위한 가상현실 교육콘텐츠 개발 및 적용을 통한 학습효과 분석)

  • Shim, Jae-Goo;Kwon, Soon-Moo
    • 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.

A Comparative Study of Virtual Reality Content Creation Education by Learner (학습자에 따른 가상현실 콘텐츠 제작 교육의 비교 연구)

  • Nam, Choong Mo;Kim, Chong Woo
    • Journal of The Korean Association of Information Education
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    • v.22 no.5
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    • pp.585-592
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    • 2018
  • As the software education which utilizes the virtual reality in the education field becomes more interested in the teachers and the students, researches are being conducted for the education of virtual reality contents production. The purpose of this study is to analyze the curriculum, outcomes, and evaluation results of virtual reality contents production for educational students, elementary school students, and middle school students. As a result of analysis on each group, there was no difference in adaptability to specific tools, differences in ability of object production in production, and self-confidence and interest in production and utilization of virtual reality in learning attitude.

The Nature of Flow in Virtual Reality Education: Based on A Grounded Theory Approach (가상현실 교육에서 몰입의 생태: 근거이론적 접근을 중심으로)

  • Choi, Sung-Ho;Won, Jong-Seo
    • The Journal of the Korea Contents Association
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    • v.17 no.11
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    • pp.446-460
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    • 2017
  • The purpose of this study is to discover the nature of users' flow experience in virtual reality education services. To this end, we analyzed the factors that affect the user's immersion in virtual reality by applying grounded theory, which is one of the qualitative research method. An experiment was conducted on 11 subjects who were interested in conducting virtual reality education, and conducted interviews after experiments. All of the interviews were documented and configured to construct a paradigm model through the steps of opening coding, axial coding, selective coding. Based on the results, it presents suggestions for future virtual reality education services.

A Study on Elementary Students' Virtual Reality Content Production Education (초등학생의 가상현실 콘텐츠 제작 교육에 관한 연구)

  • Nam, Choongmo;Kim, Chongwoo
    • 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.

Virtual World On-line Lecture System based on Mixed Reality (혼합현실 기반의 가상 세계 온라인 강의 시스템)

  • Kwon, Oh-Young;Seo, Hyo-Seok;Teles, Gustavo
    • The Journal of Korean Institute for Practical Engineering Education
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    • v.3 no.1
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    • pp.97-102
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    • 2011
  • Learning system on virtual environment gives the immersive feeling that lacks in existing E-Learning system, excites user's interest, and offers dangerous and expensive education contents. In this paper, we classified the learning categories into four classes: realtime lecture, anytime study, practice education, and the activity of study group. We built the on-line lecture system using Second Life that supports 3D virtual world and mixed reality. We provided virtual learning environment as running developed virtual world on-line lecture system.

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The Long Term Memory Effects of Virtual Reality Edutainment with HMD (가상현실교육게임의 장기기억효과)

  • Lee, Daeyoung;Lee, Seungje;Jeong, Eui Jun
    • Journal of Korea Game Society
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    • v.18 no.2
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    • pp.69-76
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    • 2018
  • HMD makes big issues about virtual reality in these days. Experience of virtual reality may cause different effects with experience of real world, so this is the reason why comparison studies are needed. There are many works about usefulness of virtual reality education but most of studies were considered as special training. This study was started for the long term memory effect of virtual reality education game. Difference study of memory between real world education game and virtual reality education game shows virtual reality system has smaller diminution of memory than real world. And environment existence was defined as a main effect of long term memory through the test.

Analysis of Game Contents based Virtual Reality for Students with Disabilities (장애학생을 위한 가상현실기술 기반의 게임 콘텐츠 분석)

  • Lim, Janghyun
    • Journal of the Korean Society for Computer Game
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    • v.30 no.2
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    • pp.61-68
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    • 2017
  • Virtual reality plays an important role in special education. Students with special needs often face challenges with social interaction and learning. It is the use of interactive simulations to allow students with disabilities to engage in environments that appear to be and feel similar to real world objects and events. Virtual environments encourage interactive learning and provide a variety of opportunities for the learner to have control over the learning process. This study reviews relevant research that explores the use of virtual reality and suggests game contents for supporting social interaction for students with disabilities.