• Trans-
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• v.15
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• pp.1-24
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• 2023

This study examines the application of data visualization technology using a clustered data algorithm called 'Tamed Cloud' to virtual spaces and seeks the possibility of implementing it in various types of realistic exhibition contents. To this end, we first attempt to classify virtual reality (VR) exhibition contents starting with COVID-19, and summarize technologies applied. Also, various realistic exhibition contents provide visitors with an opportunity to appreciate the artworks through online and virtual exhibitions. In this trend, virtual reality and augmented reality (AR) technologies have been introduced, allowing visitors to enjoy the artwork more immersively, and the possibility of realistic exhibition content with interaction between the artwork and the user is also being demonstrated. Based on this background, this study examines the history of exhibition contents by dividing them before and after the advent of virtual reality technology, and examines how the clustered algorithm technology called Tamed Cloud was applied to virtual space and implemented as a realistic exhibition content in <70mK> project. By synthesizing all of this, we propose a convergence method of data visualization, virtual reality, and realistic content, and propose it as a new alternative to realistic exhibition content in virtual space.

• 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.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.3
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• pp.391-397
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• 2020

Realistic content such as virtual reality, augmented reality, and mixed reality is emerging as an innovative technology in the education field in that it allows people to safely and efficiently experience dangerous, expensive or impossible situations, such as disaster training or space travel. Recently, as government agencies have supported a lot for producing virtual augmented reality contents about education, various educational contents using virtual augmented reality technology have been developed through the Edutech industry. Many virtual augmented reality-based educational contents are being developed, but mixed reality-based educational contents are very limited which could be more effective for education. This study examines the basic method of producing mixed reality educational contents using Hololens and, on the basis of this, it proposes the method for producing scientific experiment contents. Hololens made it possible to share information in real time without a regular desktop PC, and it is effective for teachers to manage and evaluate students in real time.

• Journal of the Semiconductor & Display Technology
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• v.20 no.4
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• pp.23-28
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• 2021

Augmented reality is a technique for combining virtual images into real life by showing information of virtual 3D objects on top of a real-world environment (Azuma et al., 2001). This study is an augmented reality-based educational content delivery device that receives user input that selects either a preset object or a photographed object for augmented reality-based training; It includes a three-dimensional design generation unit that generates a stereoscopic model of the augmented reality environment from an object, a three-dimensional view of the scene, a disassembly process of the developing road from a three-dimensional model, and a content control unit provided by the user terminal by generating educational content including a three-dimensional model, a scene chart, a scene, a decomposition process, and a coupling process to build a coupling process from the scene to the three-dimensional model in an augmented reality environment. The next study provides a variety of educational content so that children can use AR technology as well as shapes to improve learning effectiveness. We also believe that studies are needed to quantitatively measure the efficacy of which educational content is more effective when utilizing AR technology.

• Journal of Korea Game Society
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• v.20 no.2
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• pp.183-192
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• 2020

Due to the problem of matching between virtual world space and real-world space, the reality of augmented reality content is rather low. There are many reasons for this result, firstly virtual object is rendered without considering relation between real-world space and virtual world space. Secondly, virtual objects rely too much on the marker to reduce reality. We propose two schemes to improve the reality of augmented reality, one is people occlusion, the other is to reduce the dependence of virtual objects on the marker.

• Journal of the Korea Computer Graphics Society
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• v.23 no.3
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• pp.39-46
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• 2017

This study proposes a gaze-based user interface to provide user oriented interaction suitable for the virtual reality environment on mobile platforms. For this purpose, a mobile platform-based three-dimensional interactive content is produced, to test whether the proposed interface increases user satisfaction through the interactions in a mobile virtual reality environment. The gaze-based interface, the most common input method for mobile virtual reality content, is designed by considering two factors: the field of view and the feedback system. The performance of the proposed gaze-based interface is analyzed by conducting experiments on whether or not it offers motives for user interest, effects of enhanced immersion, differentiated formats from existing ones, and convenience in operating content.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.434-445
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• 2021

With the development of realistic content technology and related infrastructure, interest in the use of virtual reality content is growing. Accordingly, in the field of safety education, more and more cases of producing virtual reality-based safety education (VR safety education) contents such as experiencing disaster situations realistically by supplementing the shortcomings of existing lecture-style education. This study looked at the characteristics and effects of VR safety education compared to the existing safety education, and analyzed 104 VR safety education contents produced and disclosed to date into nine classifications based on content and form. Based on the degree of relevance between items and the two axes of 'interactionability' and 'vividness of the environment', VR safety education contents could be categorized into three types: tangible lecture type, simulation type, and game type. Through this study, we hope to contribute to the planning and production of quality VR safety education contents by considering the purpose of safety education and the characteristics of types with the expected effects.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.307-318
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• 2022

Virtual reality is actively used in the medical field as a learning effectiveness that induces immersion, but research on the factors that induce learning immersion is insufficient. Therefore, this study extracted the usability and cognitive affordance evaluation elements of the interface through literature research and selected four types of virtual reality medical contents to conduct a Useability-Test for experts. Based on this, an interface design method according to virtual reality medical technology content was proposed. In summary, it can be seen that the information-providing interface affects immersion due to visibility, distance from the experience's gaze, color harmony, uniform visualization, feedback, reaction speed, and expected changes resulting from manipulation, and does not impair immersion. This study has limitations in generalization using limited content, so it is expected that continuous research will discuss the development of standardized guides in interface design and the precision of interface design research from a user perspective.

• ETRI Journal
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• v.32 no.5
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• pp.695-703
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• 2010

Training is one of the representative application fields of virtual reality technology where users can have virtual experience in a training task and working environment. Widely used in the medical and military fields, virtual-reality-based training systems are also useful in industrial fields, such as the aerospace industry, since they show superiority over real training environments in terms of accessibility, safety, and cost. The shipbuilding industry is known as a labor-intensive industry that demands a lot of skilled workers. In particular, painting jobs in the shipbuilding industry require a continuous supplement of human resources since many workers leave due to the poor working environment. In this paper, the authors present a virtual-reality-based training system for spray painting tasks in the shipbuilding industry. The design issues and implementation details of the training system are described, and also its advantages and shortcomings are discussed based on use cases in actual work fields.

• (The) Korean Journal of Advertising
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• v.29 no.5
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• pp.127-160
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• 2018

Recently, virtual reality and augmented reality technology have been extensively utilized in brand communication. The purpose of this study is to investigate digital reality contents as branded entertainment and content-analyze its format and contents for brand communication. Coding categories were derived to examine marketing characteristics of 300 digital reality contents and key descriptive statistics were presented and interpreted. The results revealed that consumer responses(i.e., view count, like, and dislike) toward Branded Digital Reality contents vary according to types of storytelling. Moreover, perceived values of contents also varied by the types of digital reality(VR vs. AR). Based on the results, this paper discusses the academical and managerial implications of study findings.