• 한국수학교육학회지시리즈A:수학교육
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• 제63권2호
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• pp.295-318
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• 2024

This narrative review explores the transformative potential of immersive virtual reality (IVR) in enhancing high school students' mathematics competence, viewed through the lens of the technological, pedagogical, and content knowledge (TPACK) framework. This review comprehensively illustrates how IVR technologies have not only fostered a deeper understanding and engagement with mathematical concepts but have also enhanced the practical application of these skills. Through the careful examination of seminal papers, this study carefully explores the integration of IVR in high school mathematics education. It highlights significant contributions of IVR in improving students' computational proficiency, problem-solving skills, and spatial visualization abilities. These enhancements are crucial for developing a robust mathematical understanding and aptitude, positioning students for success in an increasingly technology-driven educational landscape. This review emphasizes the pivotal role of teachers in facilitating IVR-based learning experiences. It points to the necessity for comprehensive teacher training and professional development to fully harness the educational potential of IVR technologies. Equipping educators with the right tools and knowledge is essential for maximizing the effectiveness of this innovative teaching approach. The findings also indicate that while IVR holds promising prospects for enriching mathematics education, more research is needed to elaborate on instructional integration approaches that effectively overcome existing barriers. This includes technological limitations, access issues, and the need for curriculum adjustments to accommodate new teaching methods. In conclusion, this review calls for continued exploration into the effective use of IVR in educational settings, aiming to inform future practices and contribute to the evolving landscape of educational technology. The potential of IVR to transform educational experiences offers a compelling avenue for research and application in the field of mathematics education.

• 국제학술발표논문집
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• The 8th International Conference on Construction Engineering and Project Management
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• pp.137-145
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• 2020

Providing safety training to construction workers is essential to reduce safety accidents at the construction site. With the prosperity of visualization technologies, Immersive Virtual Reality (IVR) has been adopted for construction safety training by providing interactive learning experiences in a virtual environment. Previous research efforts on IVR-based training have found that the level of fidelity of interaction between real and virtual worlds is one of the important factors contributing to the sense of presence that would affect training performance. Various interactive devices that link activities between real and virtual worlds have been applied in IVR-based training, ranging from existing computer input devices (e.g., keyboard, mouse, joystick, etc.) to specially designed devices such as high-end VR simulators. However, the need for high-fidelity interactive devices may hinder the applicability of IVR-based training as they would be more expensive than IVR headsets. In this regard, this study aims to understand the impact of the level of fidelity of interactive devices in the sense of presence in a virtual environment and the training performance during IVR-based forklift safety training. We conducted a comparative study by recruiting sixty participants, splitting them into two groups, and then providing different interactive devices such as a keyboard for a low fidelity group and a steering wheel and pedals for a high-fidelity group. The results showed that there was no significant difference between the two groups in terms of the sense of presence and task performance. These results indicate that the use of low-fidelity interactive devices would be acceptable for IVR-based safety training as safety training focuses on delivering safety knowledge, and thus would be different from skill transferring training that may need more realistic interaction between real and virtual worlds.

• 한국콘텐츠학회논문지
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• 제20권1호
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• pp.553-561
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• 2020

본 논문은 지적장애학생을 대상으로 몰입형 가상현실 기반 모의학습 프로그램이 편의점 이용에 필요한 의사 소통 능력과 학습태도에 미치는 효과를 파악하는데 목적이 있었다. 이를 위해, 지적장애 고등학생 23명을 연구 대상으로 선정하여, 실험집단에 11명과 통제집단에 12명을 배치하였다. 실험집단에는 HMD 기반의 몰입형 가상현실 기법을 활용한 편의점 모의학습 프로그램을 적용하였고, 통제집단에는 전통적인 중재 프로그램을 적용하였다. 프로그램은 해당 학교의 여름방학 동안 주 5회씩 4주간 실시되었으며, 1회 중재 시간은 40분이었다. 프로그램의 효과를 파악하기 위하여 사전-사후 평가를 실시하였고, 독립표본 t검증을 통해 분석하였다. 연구 결과, 실험집단이 통제집단 보다 의사소통 능력이 향상되었고, 학습태도 또한 더 긍정적으로 나타났다. 이는 지적장애학생의 언어 및 의사소통 교육에 있어 몰입형 가상현실을 활용한 모의학습이 유용한 교수-학습 방법으로 활용될 수 있음을 시사한다.

• 한국컴퓨터그래픽스학회논문지
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• 제23권5호
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• pp.39-49
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• 2017

본 연구는 HMD 사용자와 Non-HMD 사용자가 같은 공간에서 함께 행동하면서 다양한 경험과 높은 현존감을 이끌어낼 수 있는 비대칭 가상현실(asymmetric VR) 콘텐츠의 핵심 요인과 활용 방안을 제안한다. 제안하는 asymmetric VR 콘텐츠의 핵심은 사용자들이 HMD 착용 유무에 상관없이 사용자가 콘텐츠에 참여하는 범위, 환경을 폭넓게 반영하여 모두가 가상현실에 몰입하고, 새로운 경험을 이끌어내는 것이다. 이를 위해 본 연구는 asymmetric VR 콘텐츠 제작에 필요한 핵심 요인으로 HMD 사용자와 Non-HMD 사용자의 역할관계, 사용자들에게 제시되는 시점 그리고 사용자들 간의 대화를 통한 의사소통 구조를 정의하였다. 이를 기반으로 보조형 asymmetric VR 콘텐츠와 협력형 asymmetric VR 콘텐츠를 직접 제작하는 과정을 통해 핵심 요인을 검증하였다. 마지막으로 제안한 asymmetric VR 콘텐츠에서의 현존감, 경험을 검증하고 활용 방안을 분석하기 위하여 참가자들을 대상으로 한 설문 실험을 진행하였다. 설문 결과 asymmetric VR 콘텐츠의 목적과 이를 체험하는 사용자들간의 핵심 요인들을 명확히 구분하고, 정의한다면 모든 사용자가 만족하는 현존감과 함께 콘텐츠가 제시하는 독립적인 경험을 제공받을 수 있음을 확인하였다.