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Recently, metaverse is rapidly expanding its area as a platform that can be applied to various fields. In particular, the fu nction that allows many users to interact in a three-dimensional space allows VR/AR-based educational content to be used a s a more advanced concept. Due to the nature of engineering education, it is often based on three-dimensional objects. In t he case of a three-dimensional object, it is difficult to explain through two-dimensional videos or documents, and it become s more difficult to express when the process of changing the object is included. The three-dimensional space of the metaver se can improve this difficulty based on real-time rendering. Another characteristic of engineering education is that there are many invisible elements. Although it is involved in the movement of objects due to electromagnetic fields, magnetic fields, and forces, it is the main reason for increasing learning difficulty because it is invisible. These problems can also help lear ning because they can be visually represented in the metaverse space. In this paper, the results of the establishment of the metaverse platform for engineering education and the real-time lecture contents produced based on it are described, and the applied results and lecture evaluation are discussed. Lectures using a total of 9 metaverse contents were conducted, and 9 0% of the positive lecture evaluation results were obtained.
Recently, metaverse is rapidly expanding its area as a platform that can be applied to various fields. In particular, the fu nction that allows many users to interact in a three-dimensional space allows VR/AR-based educational content to be used a s a more advanced concept. Due to the nature of engineering education, it is often based on three-dimensional objects. In t he case of a three-dimensional object, it is difficult to explain through two-dimensional videos or documents, and it become s more difficult to express when the process of changing the object is included. The three-dimensional space of the metaver se can improve this difficulty based on real-time rendering. Another characteristic of engineering education is that there are many invisible elements. Although it is involved in the movement of objects due to electromagnetic fields, magnetic fields, and forces, it is the main reason for increasing learning difficulty because it is invisible. These problems can also help lear ning because they can be visually represented in the metaverse space. In this paper, the results of the establishment of the metaverse platform for engineering education and the real-time lecture contents produced based on it are described, and the applied results and lecture evaluation are discussed. Lectures using a total of 9 metaverse contents were conducted, and 9 0% of the positive lecture evaluation results were obtained.
HMD, which is applied with the latest technology, minimizes motion sickness with high-resolution displays and fast motion recognition, and can accurately track location and motion. This can provide an environment where you can immerse yourself in a virtual three-dimensional space, and virtual reality contents such as disaster simulators and high-risk equipment learning spaces are developing using these characteristics. These advantages are also applicable in the field of basic science education. In particular, expanding the concepts of electric and magnetic fields in physics described by existing two-dimensional data into three-dimensional spaces and visualizing them in real time can greatly help improve learning understanding. In this paper, realistic physical education environments and contents based on three-dimensional virtual reality are developed and the developed learning contents are experienced by actual learning subjects to prove their effectiveness. A total of 46 middle school and college students were taught and experienced in real time the electric and magnetic fields expressed in three dimensions in a virtual reality environment. As a result of the survey, more than 85% of positive responses were obtained, and positive results were obtained that threedimensional virtual space-based physical learning could be effectively applied.
Thyroid nodules are a common worldwide health problem and a diagnostic challenge for clinicians and cytopathologists. Follicular growth pattern constitutes the majority of thyroid lesions. Thyroid nodules can be neoplastic or non-neoplastic, and neoplastic nodules can be classified as benign, malignant, or gray zone. Gray zone lesions include different benign and malignant entities that might be resulted in unnecessary thyroidectomies with risk of morbidity and higher health care costs. Depending on the cellularity, most cases might fall into the follicular neoplasia (FN)/ suspicious for FN (SFN) category or follicular lesion of undetermined significance (FLUS) in The Bethesda System for Reporting Thyroid Cytopathology (TBSRTC). Pathologists must be aware of the relationship between this diagnostic category and follow-up patient management and avoid over-diagnosing by mastering the diagnostic criteria.
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