Earticle

이 논문은 직전 연구인 메타버스의 함정을 극복하기 위한 게임화된 동적 습관 형성 모델의 후 속 연구다. 2022년 12월 논문 연구에서는 사용자 참여를 방해할 수 있는 일반적인 함정을 극 복하기 위해 메타버스 공간을 설계하는 데 초점을 맞춘 게이미피케이션 동적 습관 형성 모델 을 제안하였다. 당시 제안했던 4단계 접근법을 통합한 역학 모델은 낮은 상호작용(P4)의 온보 딩 접근법, 기본 상호작용(P3) 온보딩 접근법, 중간 상호작용(P2)의 온보딩 접근법, 높은 상호 작용(P1) 온보딩 접근법의 네 단계로 구성되었으며, 간단한 모델의 개요를 설명한 바 있다. 본 고에서는 4단계의 세부 연구에 집중하였는데, P4-튜토리얼, 시즌 이벤트, 소셜 이벤트 및 모 임, P3-기본 아바타, 가상경제 및 아이템 획득/거래, 소셜경쟁과 리더보드, 도전과 경쟁, 커뮤 니티 강화, P2-아바타 개인화, 사용자 제작 콘텐츠. 보상 메커닉스 강화, 피드백 및 진행 상황 추적, P1-대화형 튜토리얼, 사회적 상호작용, 내러티브 중심 퀘스트, 스토리 기반 업적, 인터 렉티브 스토리 요소 등의 습관형성 증진 방안을 제시하였다. 각 단계는 게이미피케이션 및 게 임디자인 기법과 사용자 중심 디자인 원칙을 통합하여 사용자의 참여를 유도하고, 습관 형성 을 촉진하는 방향에서의 온보딩 접근법을 제시하고자 하였다. 이 논문에서는 게이미피케이션 및 게임디자인 이론과 실무를 바탕으로 각 단계에 대한 예시와 전략을 제공하여 메타버스에서 학습환경을 구현하는 데 도움을 줄 것이다. 다만, ‘게임’과 ‘메타버스’와의 개념과 용어에서의 명확한 구분이 어려운 상황이어서, 게이미피케이션 및 게임디자인 분야의 기초적인 이론과 온 보딩 방법론을 다룰 수 밖에 없었다.

This paper is a follow-up to our previous work, A Gamified Dynamic Habit Formation Model to Overcome Metaverse Trap. In our December 2022 paper, we proposed a gamified dynamic habit formation model focused on designing metaverse spaces to overcome common pitfalls that can hinder user engagement. The dynamics model, which incorporated the four-stage approach we proposed at the time, consisted of four phases: a low-interaction (P4) onboarding approach, a basic interaction (P3) onboarding approach, a medium-interaction (P2) onboarding approach, and a high-interaction (P1) onboarding approach, and we outlined a simple model. In this article, we focus on a detailed study of the four phases: P4 - tutorials, seasonal events, social events and meetups; P3 - default avatar, virtual economy and item acquisition/trading, social competition and leaderboards, challenges and competitions, and community enrichment; P2 - avatar personalization and user-generated content. P1 - Enhanced reward mechanisms, feedback and progress tracking; P2 - Interactive tutorials, social interaction, narrative-driven quests, story-based achievements, and interactive story elements to promote habit formation. Each of these steps integrates gamification and game design techniques with user-centered design principles to present an onboarding approach that engages users and promotes habit formation. This paper will provide examples and strategies for each stage based on gamification and game design theory and practice to help you implement a learning environment in the Metaverse. However, due to the difficulty in making a clear distinction between the concepts and terminology of 'game' and 'metaverse', we had to cover basic theories and onboarding methodologies in the field of gamification and game design.

Purpose: Since the COVID-19 pandemic, virtual simulation practice has been increasingly activated as an alternative to clinical practice in nursing colleges. This study aimed to provide basic data by confirming changes in self-efficacy and nursing knowledge in the virtual simulations of nursing students, and identifying virtual presence, virtual patient learning system evaluation (VPLSE), and practical satisfaction. Methods: This was a single-group pre-post quasi-experimental study. The subjects were 28 third-grade nursing students. Results: Self-efficacy and nursing knowledge increased significantly (p<.001). Virtual presence had a significant positive correlation with VPLSE) (p=.002) and practice satisfaction (p=.011). There was also a significant positive correlation between virtual simulation learning evaluation and practice satisfaction (p<.001). Conclusion: Based on these results, virtual simulation practice can be used with clinical practice as an educational method to improve nursing students' self-efficacy and nursing knowledge in nursing education. Virtual presence was confirmed as a significant variable to improve practice satisfaction and VPLSE. It is necessary to develop a virtual simulation program that can improve virtual presence through collaboration with virtual reality technology experts.

Virtual network embedding plays a vital role in network virtualization, as it determines the deployment and connection of virtual networks to the physical network in the 5G and beyond. An efficient virtual network embedding algorithm is essential to ensure that virtual networks are embedded in a way that meets the performance, security, and resource requirements of the virtual networks and their users. The integration of reinforcement learning with virtual network embedding can lead to more intelligent and efficient network management, which can enhance the performance of large-scale networked systems. Reinforcement learning has the potential to improve and overcome some limitations of traditional algorithms, such as the need for prior knowledge of network conditions and the difficulty in dealing with non-linear and dynamic network environments. Therefore, we conducted this survey to provide a comprehensive overview and examine potential future directions for the optimal reinforcement learning-based virtual network embedding solutions. However, applying reinforcement learning directly to virtual network embedding is a challenging task that requires further research and study. Additionally, it encourages researchers to examine the potential of reinforcement learning in virtual network embedding, identify the challenges for its application, and cover various factors related to the reinforcement learning application in virtual network embedding, including motivations, performance metrics, and challenges.

The decision-making by agents in games is commonly based on reinforcement learning. To improve the quality of agents, it is necessary to solve the problems of the time and state space that are required for learning. Such problems can be solved by Macro-Actions, which are defined and executed by a sequence of primitive actions. In this line of research, the learning time is reduced by cutting down the number of policy decisions by agents. Macro-Actions were originally defined as combinations of the same primitive actions. Based on studies that showed the generation of Macro-Actions by learning, Macro-Actions are now thought to consist of diverse kinds of primitive actions. However an enormous amount of learning time and state space are required to generate Macro-Actions. To resolve these issues, we can apply insights from studies on the learning of tasks through Programming by Demonstration (PbD) to generate Macro-Actions that reduce the learning time and state space. In this paper, we propose a method to define and execute Macro-Actions. Macro-Actions are learned from a human subject via PbD and a policy is learned by reinforcement learning. In an experiment, the proposed method was applied to a car simulation to verify the scalability of the proposed method. Data was collected from the driving control of a human subject, and then the Macro-Actions that are required for running a car were generated. Furthermore, the policy that is necessary for driving on a track was learned. The acquisition of Macro-Actions by PbD reduced the driving time by about 16% compared to the case in which Macro-Actions were directly defined by a human subject. In addition, the learning time was also reduced by a faster convergence of the optimum policies.

Purpose: Nursing students' competence in virtual simulation-based learning is a key factor in its success. This study explored the validity and reliability of a virtual-simulation-based learning competency self-evaluation tool for nursing students. Methods: Data were collected from a web-based survey. First, 11 nursing professors participated in a focus group interview, and 7 simulation education experts participated in the preliminary item content validity. The participants in these two aspects were not the same. Then, a preliminary survey was conducted with 15 fourth-year nursing students in I City. Next, based on these three efforts, a final survey comprising 20 evaluation items was developed. This survey was administered to third- and fourth-year nursing students at four nursing colleges in Korean provinces (Seoul, Gyeonggi, Gangwon, and Gyeongsan-do); 222 complete questionnaires were used for the final analysis. Further, Kirkpatrick’s evaluation model was used for four steps each of tool development and verification processes of the associated psychometric aspects, for a total of eight steps. An exploratory factor analysis was performed on the collected survey data, and verify the tool's validity and reliability. Results: Four factors comprising 15 items explained 66.59% of the variance: learning preparation and start-up (4 items), nursing assessment (3 items), data interpretation (3 items), and problem solving (5 items). The Cronbach's α of the tool was 0.74, and that of the factors ranged from 0.72 to 0.80. Conclusions: The tool's validity and reliability were demonstrated using established methodologies. This tool can be useful for evaluating Korean nursing students' virtual simulation learning competence.

There has been a growing interest and enthusiasm for the application of virtual worlds in learning and training. This research proposes a design framework of a virtual world-based learning environment that integrates two unique features of the virtual world technology, immersion and interactivity, with an instructional strategy that promotes self-regulatory learning. We demonstrate the usefulness and assess the effectiveness of our design in the context of information security learning. In particular, the information security learning module implemented in Second Life was incorporated into an Introduction to Information Security course. Data from pre- and post- learning surveys were used to evaluate the effectiveness of the learning module. Overall, the results strongly suggest that the virtual world-based learning environment enhances information security learning, thus supporting the effectiveness of the proposed design framework. Additional results suggest that learner traits have an important influence on learning outcomes through perceived enjoyment. The study offers useful design and implementation guidelines for organizations and universities to develop a virtual world-based learning environment. It also represents an initial step towards the design and explanation theories of virtual world-based learning environments.

The global information economy is transforming the way people connect with each other, learn new things, and contribute to the knowledge society. With the online platform, library services have also expanded beyond face to face interaction. Although studies of virtual reference services have been made in different parts of the world, a case study discussing various forms of online reference engagement in Kazakhstan has not been written. While most of the theories on connectivism emphasize the context of instruction, the researchers of this paper discussed the tenets as they relate to online engagement. Applying the theory of connectivism, this paper explores through a mixed method the use of various online platforms to enhance engagement connecting library users to information. Findings revealed that differences in patterns of interactions as to platforms, types of queries, and users reveal that students, faculty, and other members of the academic community served by the library have various preferences for communication. The case study further showed that respondents have not maximized the use of VLS but interest in using both synchronous and asynchronous services is clear. Finding connections between sources of information, creating useful information patterns, is essential in learning. Amplifying awareness on the use of VLS giving emphasis to the unique features of each service is useful in order to enable students to see how this platform facilitates learning.

Purpose: Clinical reasoning, which is based on an understanding of the pathophysiological mechanismsof diseases, is a core nursing competency that involves analyzing patient-related data and providingappropriate nursing practices. Simulation-based education is effective in improving clinical reasoningcompetencies and communication skills. This study evaluated the effectiveness of virtual simulation-basedlearning in improving the communication skills and clinical reasoning competencies ofundergraduate nursing students. Methods: This study used a single-group pretest and posttest quasi-experimentaldesign to evaluate the effectiveness of virtual simulation-based learning. Data werecollected from June to September 2020. Thirty-seven nursing students in their third and fourth yearsof study who understood the purpose of this study were selected as participants. The collected datawere analyzed using SPSS Statistics 25.0 and Winsteps 3.68.2. Results: The communication skills (t =?12.80, p < .001) and clinical reasoning competency (t = ?4.67, p < .001) of the undergraduate nursingstudents who participated in the virtual simulation-based learning program improved significantlyafter participation. Additionally, a Rasch model analysis revealed that the overall clinical reasoningcompetency of undergraduate nursing students improved. Conclusion: Virtual simulation-based learningprograms for nursing students should be developed and implemented.

We studied the navigation ability and visual functioning of patients with MCI in Virtual Environments (VEs). Forty nineparticipants consisted of elderly adults with/without MCI. Neuropsychological tests (RCFT, BVRT, TMT, and Digit Span), the Groton Maze Learning Test (12 trials), and the VE navigation learning task (6 trials) were performed. As a result, there were significant group differences for the immediate-recall RCFT, the delayed-recall RCFT, and the BVRT, but not for the GMLT. For the VE task, there was a significant difference between the MCI and normal group, and no interactions between groups and trials were found. The VE task was correlated with the RCFT, the BVRT, and the GMLT. The RCFT and the BVRT combined accounted for 45% of VE performance. Thus, we concluded that patients with MCI are inferior in VE navigation, and that visual retention/memory play a role in navigation abilities.

This research presented an implementation of autostereoscopic virtual three-dimensional (3D) button device as non-contact style. The proposed device has several characteristics about visible feature, non-contact use and artificial intelligence (AI) engine. The device was designed to be contactless to prevent virus contamination and consists of 3D buttons in a virtual stereoscopic view. To specify the button pressed virtually by fingertip pointing, a simple deep learning network having two stages without convolution filters was designed. As confirmed in the experiment, if the input data composition is clearly designed, the deep learning network does not need to be configured so complexly. As the results of testing and evaluation by the certification institute, the proposed button device shows high reliability and stability.

Purpose: Falls and medication errors are the most common patient safety incidents globally. Kolb’s experiential learning theory supports the application of cognitive learning in clinical settings. This study examined the effectiveness of Experiential Learning?Based Fall and Medication Error Prevention Education (EFMPE), utilizing virtual reality and room of errors. Methods: A randomized controlled trial was conducted with 28 fourth-year nursing students (15 experimental, 13 control). The experimental group participated in EFMPE from February 1 to 6, 2024, comprising six sessions of 2 hours each. The control group received traditional lectures. Safety control confidence and course interest were measured before and immediately after the intervention; safety control confidence was reassessed 6 weeks later. Results: Both groups showed immediate improvement; however, only the experimental group sustained increased safety control confidence after 6 weeks (Wald χ2=13.21, p<.001). Course interest was significantly higher in the experimental group post-intervention (Wald χ2=10.64, p=.001). Conclusion: These preliminary findings suggest that EFMPE potentially supports the prevention of falls and medication errors in clinical practice.

Purpose: The current study assesses cyberbullying among university students and explores the role of the student-teacher relationship and virtual classroom community. Methods: A descriptive exploratory study on four randomly selected colleges at Damanhour University/Egypt. Participants were recruited conveniently using an equal allocation of 150 students/college (600 students). The European Cyberbullying Intervention Project Questionnaire (ECIPQ), Rovai's Classroom Community Scale (RCCS), and the Student Version of The Teacher-Student Relationship Inventory (S-STRI) were used for data collection. Results: Low cyber victimization was reported by 66.5% of the students, while 39.8% reported low cyberaggression behaviors. The highest percent reported average virtual class connectedness (77.3%), learning experience (70.3%), and overall virtual classroom community (80.8%). Besides, highly satisfying teacher relationships (82.3%); average (38.8%) and low (35.8%) instrumental help; low conflict (68.0%); and average total teacher-student relationship (70.5%). Regression analysis revealed that the increased scores of the total teacher-student relationship scale (<i>p</i><0.05) with its two domains [satisfaction and instrumental help (<i>p</i><0.01)] and the total classroom community scale (<i>p</i><0.05) with its domains [connectedness (<i>p</i><0.01) and learning experience (<i>p</i><0.05)] decreased the likelihood of cyber victimization and cyberaggression. However, perceived conflicting teacher relationships increased the likelihood of cyber victimization (<i>p</i><0.05) and cyberaggression (<i>p</i><0.01).Conclusion: Cyberbullying is a concern among university students, and the students’ perceived nature of their relationships with their teachers and sense of virtual classroom community play a pivotal role in shaping their involvement in cyberaggression and exposure to cyber victimization. Thus, developing mass media campaigns to enhance awareness about cyberbullying and cyber civility regulations is recommended.

Rapid technological advancement and industrial growth pervade modern society. Light pollution has emerged as a significant environmental issue, resulting from excessive artificial nighttime lighting. It obscures celestial views and negatively impacts human health, contributing to sleep disorders and mood imbalances. This article introduces an immersive virtual reality (VR) based learning approach to reduce light pollution and raise awareness about the issue of light pollution. Utilized the META QUEST 2 Head-Mounted Display in a virtual environment, enable users to actively participate in learning scenarios. A variety of terrain textures, city models, furniture, and lighting effects are used to interact with miniatures in a virtual room, influencing the city's lighting and unveiling a starlit sky. The impact of the proposed work is evaluated through experiments and an object recognition module, showing a significant increase in awareness and understanding of light pollution and its effects. By providing an experiential learning opportunity, this tool has the potential to encourage proactive engagement, contribute to efforts to reduce light pollution and promote environmental well-being.

This study presents an innovative approach that utilizes the immersive capabilities of the Oculus Quest to create a rehabilitation environment in the form of a game for individuals with paraplegia. By combining aspects of virtual reality, gamification, and reinforcement learning, this research establishes a customized framework tailored to meet the unique needs of paraplegic patients. The research encompasses various stages including the development of a virtual reality gamified setting, the implementation of a reinforcement learning agent, data collection methods, and aims to revolutionize paraplegic rehabilitation by offering an interactive and individualized experience.

The introduction of blended learning in translation and interpreting education in Europe has resulted in tremendous changes, such as transiting from traditional translation classrooms to student-centered learning and digital eco-systems for translation as well as switching from traditional learning to experiential learning. Experiential learning is learning through experience, direct involvement and collaboration, whereas it plays a great role in translation and interpreting studies. Experiential education is based on the Experiential Model Theory (Kolb 1984; 2015) and finds application in translation studies (Kiraly; Hofmann 2005). The translator profession is interdisciplinary and translator competences expand beyond linguistic skills, and also require transcultural and communication skills, thematic skills, intrapersonal and interpersonal skills, digital skills and other soft skills (EMT 2017). The purpose of integrating experiential learning in the translation classroom is to enable translators to learn from real life experience, thus acquiring future professional skills. However, the shift to virtual translation classrooms due to the global Covid-19 pandemic makes in increasingly difficult to create a virtual collaborative environment, to implement online project-based learning, to teach digital skills online, to apply emotional intelligence in a virtual translation classroom or to conduct internship in relevant institutions. This paper aims to discuss the main challenges of experiential learning after switching to online education and to suggest alternatives to experiential learning in a virtual translation classroom.

본 연구는 가상 환경에서의 협력 학습에의 참여가 학생들의 학업 성취도와 만족도에 미치는 영향을 조사하고자 하였다. 세컨드라이프라는 가상현실 플랫폼에 고등학생이 국사 과목을 학습할 수 있는 공간을 만들고 이를 활용하였다. 총 119명의 참가자를 ‘협력학습 유형'이나 '개인학습 유형'에 무선 할당하였으며, 학생들의 학업 성취도와 만족도를 측 정 도구로 수집하였다. 가상공간에서의 협력학습의 효과를 검토하려 독립표본 t검증 및 대응표본 t검증을 실행하였고, 연구의 결과는 개인학습 유형에 참여한 경우보다 협력학습 유형에 참여한 경우가 학업성취도와 만족도에 유의미하게 긍정적 영향을 미치는 것으로 나타났다. 마지막으로 향후 가상현실을 기반으로 한 협력학습의 활용에 대한 제언이 논의 되었다.

This experimental study was to examine the impact of collaborative learning in a virtual environment on students' learning outcomes and satisfaction. The collaborative virtual learning environment was created for a Korean history class for high school students. A total of 119 participants were recruited and were randomly assigned to either "collaborative group" or an "individual group." Students’ academic achievements and satisfaction were collected as measurement tools to examine the effect of collaborative learning in the virtual learning environment and collected data were tested by independent sample t. The results showed that participation in collaborative groups had a significant positive effect on academic achievement and satisfaction than individual groups.

Cybersickness is one of the factors that deteriorates user experience in virtual reality (VR). To understand how cybersickness is presented through human reactions and responses, we conducted a user study with 13 participants and built a ResNet-BiLSTM-based model that learns visual factors, eye movement, head movement, and physiological signals. The study results show that the model using all modalities yielded a performance of 0.88 F1-score. In particular, the model using the data that can be collected by HMD (Head Mounted Display) showed 0.87 F1-score, comparable to the model using all modalities, which indicates that cybersickness can be sufficiently well predicted through basic VR equipment (HMD). Finally, we present the importance of individual characteristics in cybersickness modeling.

교육 장소에서 실제 수업하거나, 시뮬레이션 환경에서 교육하는 방법에 대한 방향이 제시되고 있다. 4차 산업혁명 이후에 다양한 분야의 산업 발전이 이루어지고 있고, 특히 IoT와 관련된 교육이 실행되고 있는 실정이다. 제안 모델은 3D 환경에서의 시뮬레이션 시스템을 응용하여 큰 비용 없이 다양한 IoT 시스템을 간접적으로 구축 하여 교육할 수 있는 모델로서, 아두이노 플랫폼을 기반으로 가상 리모트 IO를 구현하였으며, 이를 통하여 교육 을 위한 시스템 구축비용의 경감과 시스템을 간접적으로 구축하여 학습할 수 있는 모델이다. 또한 교육과 관련된 콘텐츠들을 다양하게 실습할 수 있다. 테스트 코드를 작성하여 실제 시스템과 가상의 시스템과의 동작 일치성을 확인하였다.

In our technology-driven world, various methods for teaching in an educational venue or in a simulated environment have been suggested especially for computer and coding education. In particular, IoT related education has been made possible owing to the industrial developments that have occurred in various fields since the Fourth Industrial Revolution. The proposed model allows various IoT systems to be indirectly built; it provides an inexpensive learning method by applying a simulation system in a 3D environment. The model is implemented on Virtual Remote IO based on the Arduino platform, thereby reducing the cost of building an education system. In addition various education-related content can be provided to learners through such an indirectly developed system. Test code was written to check the consistency of an operation between the real system and the virtual system.