KR102599466B1 - Learning service system for disscusion based on metaverse - Google Patents

Abstract

The present invention provides an environment in which effective discussions can be held while clearly understanding the concepts of discussion and debate, increases participation by providing diverse and specialized content based on Metaverse virtual reality, and improves discussion through AI. This is about a metaverse-based discussion learning service system that provides training on desirable discussion postures by analyzing discussion postures and providing feedback. According to the present invention, a discussion learning service server that generates and provides a learning space and user avatars in the metaverse for discussion and discussion between participants including teachers and students; and a user terminal device that connects online to the discussion and learning service server, wherein the discussion and learning service server includes a class room creation unit that creates a class room, and a class room created by the class room creation unit. an avatar driver that creates an avatar set by the participant and operates according to the participant's input commands, and at least one or a combination of text, video, and images between participants participating in the class room created by the class room creation unit. A metaverse-based discussion learning service system is provided, which includes a discussion execution unit that executes the discussion in real time, and a discussion setting unit that sets execution conditions to be executed in the discussion execution unit.

Description

Metaverse-based discussion learning service system {LEARNING SERVICE SYSTEM FOR DISSCUSION BASED ON METAVERSE}

The present invention relates to a metaverse-based discussion learning service system. More specifically, it provides an environment in which effective discussions can be held while clearly understanding the concepts of discussion and debate, and provides various discussions based on metaverse virtual reality. You can increase participation by providing specialized content, and in particular, you can increase topic participation and immersion in learning by making it intuitive and easy to understand your own and others' opinions on discussion topics, and artificial intelligence (AI, This is about a metaverse-based discussion learning service system that provides training on desirable discussion postures by analyzing discussion postures through Artificial Intelligence and providing feedback.

In general, a two-way distance education system refers to a two-way distance education system that uses a data communication network to connect geographically separated educators and learners, and shares data, voice, and video with each other as if giving a lecture in a classroom. This two-way distance education is used in various terms such as e-learning, u-learning, and internet education.

Meanwhile, in modern society, the distribution of numerous knowledge and information is accelerating through the Internet. Therefore, in addition to the possession of knowledge, the parts that are considered important in society are the parts that can share that knowledge with others and the parts that can make others understand that knowledge.

However, in the cultural flow of Korean society, only one-way transmission of information or knowledge was emphasized, so it can be said that the discussion culture of sharing knowledge and information has not developed as much as society requires. In addition, while off-line social gatherings are where most discussions are needed, education about discussion culture itself is difficult due to the time and location limitations of off-line.

Although a forum for discussion through the Internet has previously been formed, the existing direction of remote discussion through the Internet is that the service manager provides a topic and allows an unspecified number of people to express their opinions indiscriminately. It was a plan.

This type of operation method is resulting in the indiscriminate formation of public opinion, indiscriminate criticism of specific people, or defamation, which are emerging as one of the major problems in society. Of course, there were efforts by a specific minority to control the actions of the unspecified majority, but no clear direction was found, and instead, the result was an indiscriminate increase in public opinion without considering the reliability of actual information or whether it was true.

Meanwhile, virtual reality, augmented reality, and mixed reality technologies that apply computer graphics technology have recently been developed. At this time, virtual reality technology refers to a technology that uses a computer to build a virtual space that does not exist in the real world and then makes the virtual space feel like reality, while augmented reality or mixed reality technology refers to a technology that uses a computer to create a virtual space that does not exist in the real world. It refers to a technology that adds and expresses information, that is, a technology that allows real-time interaction with users by combining the real world and the virtual world.

Among these, augmented reality and mixed reality technologies are being used in conjunction with technologies in various fields (for example, broadcasting technology, medical technology, and game technology, etc.). Augmented reality technology is used in the field of broadcasting technology in cases where the weather map in front of a weathercaster giving a weather forecast on TV changes naturally, or when advertising images that do not exist in the stadium are inserted and transmitted on the screen during sports broadcasts as if they actually exist in the stadium. This is a representative example of this being grafted and utilized. In particular, these augmented reality and mixed reality technologies are being implemented and provided as various application services with the advent of smart phones.

A representative service that provides augmented reality or mixed reality to users is Meta-verse. This metaverse is a compound word of 'Meta', meaning processing and abstraction, and 'Universe', meaning the real world, and refers to a three-dimensional virtual world.

Metaverse is an advanced concept than the existing term virtual reality environment, and provides an augmented reality environment in which virtual worlds such as the web and the Internet are absorbed into the real world.

In this regard, lectures (classes) are conducted using personal terminals such as smartphones owned by instructors and learners in a metaverse-based network environment, and services are provided to activate communication between instructors and learners.

However, when conducting lectures in a conventional metaverse-based virtual space, there is a limit to increasing learners' participation in education and immersion in learning by uniformly providing the same lecture space.

Therefore, there is a need for research and development on a two-way distance education system that can learn about desirable discussion postures and increase learners' participation in education and immersion in learning.

Republic of Korea Patent Publication No. 10-2009-0009646 (published on January 23, 2009) Republic of Korea Patent Publication No. 10-2009-0002037 (published on January 9, 2009) Republic of Korea Patent Publication No. 10-2368616 (announced on February 23, 2022) Republic of Korea Patent Publication No. 10-2341752 (announced on December 27, 2021)

Therefore, the present invention to solve the above-described conventional problems provides an environment in which effective discussion can be held while clearly understanding the concepts of discussion and debate, and provides diverse and specialized content based on metaverse virtual reality. By doing so, you can increase participation, and in particular, provide a metaverse-based discussion learning service system that can increase topic participation and immersion in learning by intuitively and easily understanding your own and others' opinions on discussion topics. There is a purpose to doing so.

Another purpose of the present invention is to provide a metaverse-based discussion learning service system that enables training on desirable discussion postures by analyzing discussion postures through AI and providing feedback.

The problems to be solved by the present invention are not limited to those mentioned above, and other problems not mentioned will be clearly understood by those skilled in the art from the description below.

According to one aspect of the present invention for achieving the purposes and other features of the present invention, a discussion for providing learning for discussion and discussion online in a metaverse space implemented by known software and hardware configurations A discussion learning service system that includes a discussion learning service server that generates and provides a learning space and user avatars in the metaverse for discussion and discussion between participants including teachers and students; and a user terminal device that connects online to the discussion and learning service server, wherein the discussion and learning service server includes a class room creation unit that creates a class room, and a class room created by the class room creation unit. an avatar driver that creates an avatar set by the participant and operates according to the participant's input commands, and at least one or a combination of text, video, and images between participants participating in the class room created by the class room creation unit. A metaverse-based discussion learning service system is provided, which includes a discussion execution unit that executes the discussion in real time, and a discussion setting unit that sets execution conditions to be executed in the discussion execution unit.

In the present invention, the class room creation unit may be configured to form a hexa-shaped class participation waiting room in the center, and to form and provide hexa-shaped class participation rooms around the class participation waiting room.

In the present invention, the discussion executing unit may provide avatars of the participants or may execute a video chat while the faces of the participants are displayed in real time as images on the avatars.

In the present invention, the discussion execution unit is composed of a honeycomb hexagon-shaped structure, and a background screen with the hexagon of the discussion topic is displayed in the center of the honeycomb-shaped structure, and the agreement and opposition input by the participants are displayed. An opinion entry pop-up window is created to enter text about the topic, and the content of the text entered can be created and displayed as an opinion hex part in the hex part adjacent to the hex part of the discussion topic.

In the present invention, the hexa-part of the opinion rebuttal and rebuttal to the opinion hexa-part can be created while continuously contacting the opinion hexa-part outward.

In the present invention, the discussion executing unit displays a hexa-type topic card on which a discussion topic is written, and hexa-type opinion cards with opinions on the topic described in the hexa-type topic card are generated around the hexa-type topic card. It can be done.

In the present invention, the hexa-type opinion card is, when input commands that are the same as the opinion written on the hexa-type opinion card are accumulated, or whenever additional opinion hexa cards are increased with respect to the opinion hexa card, the corresponding Opinion Hexa cards can be made to gradually increase in size.

In the present invention, it further includes a feedback unit that analyzes the content of the discussion of the participants executed in the discussion execution unit and provides feedback to the participant, wherein the feedback unit provides language through text and video of the discussion content after the discussion is completed. It can be provided by analyzing verbal and non-verbal content.

The metaverse-based discussion learning service system according to the present invention provides the following effects.

First, the present invention has the effect of providing students with learning to clearly understand the concepts of discussion and discussion.

Second, the present invention has the effect of further improving the learning effect by implementing an environment in which effective discussion and debate can be conducted.

Third, the present invention has the effect of increasing participation by providing diverse and specialized content based on metaverse virtual reality.

Fourth, the present invention has the effect of increasing participation in the topic and immersion in learning by making it possible to intuitively and easily understand the opinions of oneself and others regarding the topic of discussion.

Fifth, the present invention has the effect of enabling learning of desirable discussion postures by analyzing discussion postures and providing feedback.

The effects of the present invention are not limited to those mentioned above, and other problems not mentioned can be clearly understood by those skilled in the art from the description below.

Figure 1 is a diagram schematically showing the configuration of a metaverse-based discussion learning service system according to the present invention.
Figure 2 is a diagram schematically showing the configuration of the discussion learning service server included in the metaverse-based discussion learning service system according to the present invention in blocks.
Figure 3 is a block diagram showing the structure of the metaverse-based discussion learning service system according to the present invention.
Figure 4 is a diagram showing an example of a class room created in the class room creation unit of the discussion learning service server included in the metaverse-based discussion learning service system according to the present invention.
Figure 5 is a diagram showing an example executed in the discussion execution unit included in the metaverse-based discussion learning service system according to the present invention.
Figure 6 is a diagram showing another example executed in the discussion execution unit included in the metaverse-based discussion learning service system according to the present invention.
Figure 7 is a diagram showing another example executed in the discussion execution unit included in the metaverse-based discussion learning service system according to the present invention.
Figures 8 to 11 are diagrams showing an example of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention.
Figures 12 to 15 are diagrams showing another embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention.
Figures 16 to 18 are diagrams showing another embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention.
Figures 19 and 20 are diagrams showing a modified example of another embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention.

Additional objects, features and advantages of the present invention may be more clearly understood from the following detailed description and accompanying drawings.

Prior to a detailed description of the present invention, it should be noted that the present invention is capable of various modifications and may have various embodiments, and the examples described below and shown in the drawings are not intended to limit the present invention to specific embodiments. No, it should be understood to include all changes, equivalents, and substitutes included in the spirit and technical scope of the present invention.

When a component is said to be "connected" or "connected" to another component, it is understood that it may be directly connected to or connected to the other component, but that other components may exist in between. It should be. On the other hand, when it is mentioned that a component is “directly connected” or “directly connected” to another component, it should be understood that there are no other components in between.

The terms used in this specification are merely used to describe specific embodiments and are not intended to limit the present invention. Singular expressions include plural expressions unless the context clearly dictates otherwise. In this specification, terms such as “comprise” or “have” are intended to indicate the presence of features, numbers, steps, operations, components, parts, or combinations thereof described in the specification, but are not intended to indicate the presence of one or more other features. It should be understood that this does not exclude in advance the possibility of the existence or addition of elements, numbers, steps, operations, components, parts, or combinations thereof.

In addition, terms such as "... unit", "... unit", and "... module" used in the specification refer to a unit that processes at least one function or operation, which is hardware or software or hardware and It can be implemented through a combination of software.

In addition, when describing with reference to the accompanying drawings, identical components will be assigned the same reference numerals regardless of the reference numerals, and overlapping descriptions thereof will be omitted. In describing the present invention, if it is determined that a detailed description of related known technologies may unnecessarily obscure the gist of the present invention, the detailed description will be omitted.

Hereinafter, a metaverse-based discussion learning service system according to a preferred embodiment of the present invention will be described in detail with reference to the present invention. The components described below are implemented using known technologies (known software and hardware technologies) for implementing the metaverse and driving each component, and detailed descriptions thereof will be omitted.

Figure 1 is a diagram schematically showing the configuration of a metaverse-based discussion learning service system according to the present invention, and Figure 2 is a diagram showing the discussion learning service server included in the metaverse-based discussion learning service system according to the present invention. This is a diagram schematically showing the structure in blocks, and Figure 3 is a diagram showing the structure of the metaverse-based discussion learning service system in blocks according to the present invention. Figure 4 is a diagram showing an example of a class room created in the class room creation unit of the discussion learning service server included in the metaverse-based discussion learning service system according to the present invention, and Figure 5 is a diagram showing an example of a class room created in the class room creation unit of the discussion learning service server included in the metaverse-based discussion learning service system according to the present invention. It is a diagram showing an example executed in the discussion execution unit included in the bus-based discussion learning service system, and Figure 6 is a diagram showing an example executed in the discussion execution unit included in the metaverse-based discussion learning service system according to the present invention. Figure 7 is a diagram showing another example, and Figure 5 is a diagram showing another example executed in the discussion execution unit included in the metaverse-based discussion learning service system according to the present invention.

The metaverse-based discussion learning service system according to the present invention is a discussion learning service system for providing online learning for discussion and discussion in the metaverse space through a set user avatar, as shown in Figures 1 to 7. As shown, it includes a discussion learning service server 10 and a user terminal device 20, and the discussion learning service server 10 includes a class room creation unit 100, an avatar driving unit 200, and a discussion discussion learning service server 10. It includes a discussion execution unit 300, the discussion setting unit 400, and a feedback unit 500.

Specifically, the metaverse-based discussion learning service system according to the present invention is a discussion learning service system for providing learning for discussion and discussion online in the metaverse space through a set user avatar, as shown in Figures 1 to 1. As shown in Figure 7, a discussion learning service server 10 that generates and provides a learning space and user avatars for discussion and debate between users including teachers and students through the metaverse; and a user terminal device 20 configured to access the discussion and learning service server 10 online, wherein the discussion and learning service server 10 creates class rooms for each discussion topic as a metaverse space. a class room creation unit 100, and an avatar driver 200 that generates an avatar set by the user so that the user can participate in the class room created by the class room creation unit 110 and operates according to the user's input command. and a discussion execution unit 300 that executes a discussion in real time using at least one of text, images, and images, or a combination thereof, between participants participating in the class room created in the class room creation unit 100, and A discussion setting unit 400 that sets the number of participants and participation rules (e.g., number of remarks, time setting, progress order, etc.) of the discussion run in the discussion execution unit 300, and the discussion execution unit It includes a feedback unit 500 that analyzes the contents of the discussion conducted by the participants at step 300 and provides feedback to the relevant participants. Here, the feedback unit 500 may be optionally included.

The discussion learning service server 10 is a component that creates a learning space and user avatars for discussion and discussion between users including teachers and students through the metaverse and provides them online, and is a user terminal device 20 ( That is, it is configured to link and communicate with the teacher terminal device 21 and the student terminal device 22 online, respectively, and provide discussion and learning services in the metaverse space.

Continuing, the user terminal device 20 is a terminal device that is connected online to the discussion service server 10 and has a display unit capable of displaying discussion learning.

The user terminal device 20 may include a teacher terminal device 21 and a student terminal device 22 installed with an application that can connect to the discussion service server 10 to participate in discussion learning and run. Here, the application of the teacher terminal device 21 includes content that allows you to create classes, select materials needed for class progress, select activity sheets, set class methods, and other settings.

The user terminal device 20 may be, for example, a smart phone, a tablet personal computer, a mobile phone, a video phone, or an electronic book reader (e- It may be a book reader, a desktop personal computer, a laptop personal computer, a netbook computer, a personal digital assistant (PDA), or a portable multimedia player (PMP), but is not limited thereto.

Next, the class room creation unit 100 of the discussion learning service server 10 is a component that creates class rooms for each discussion topic in the metaverse space.

The class room creation unit 100 may be configured to create and provide a class room with a honeycomb-shaped structure, as shown in FIG. 4 . In other words, the class room creation unit 100 forms a hexa-shaped (hexagon) class participation waiting room 110 in the center, and hexa-shaped (hexagon) class participation is centered around this class participation waiting room 110. A participation room 120 is formed and provided.

And the class room creation unit 100 causes tables, chairs, etc. to be displayed in each class participation room 120 according to set conditions.

The avatar driving unit 200 of the discussion and learning service server 10 creates an avatar set by the user to participate in the class room created by the class room creation unit 110 and operates according to the user's input command. It comes true.

Next, the discussion executing unit 300 generates at least one of text, images, and images between participants participating in the class room (participation class room 20) created in the class room creation unit 100. It is a component part that is composed of combinations to conduct discussions in real time.

As an example, as shown in FIG. 5, the discussion executing unit 300 displays the avatars of participants who participated in the participation class room 20 ((A) in FIG. 5) and/or the faces of the participants on the avatars in real time as images. This can be done to run the video chat ((B) in FIG. 5).

In addition, as another example, the discussion executing unit 300, as shown in FIG. 6, is composed of a honeycomb (hexa)-shaped structure, and the hexa part 310 of the discussion topic is written in the center of the honeycomb-shaped structure. This is expressed, and an opinion entry pop-up window is created to enter the text of the favorable opinion and the text of the opposing opinion entered by the participant, and the content (opinion) of the entered text is an opinion hex adjacent to the hexa part 310 of the discussion topic. It may be created and displayed in unit 311.

Here, from the favorable and opposing opinions generated around the hex section 310 of the discussion topic, rebuttals and rebuttal opinions are generated continuously adjacent to the hex section 310 of the discussion topic.

In addition, as a modified example of the other embodiment, as shown in FIG. 7, the discussion executing unit 300 displays a topic hex card 320 on which a discussion topic is written, and the topic written on this topic hexa card 320 is displayed. An opinion hexa card 321 containing opinions about the topic may be created around the topic hexa card 320.

Here, if there is an input command that the opinion is the same for the opinion hexa card 321 generated around the opinion hexa card 321 and the other opinion hexa card 321 generated around the opinion hexa card 321, or which opinion hexa card As additional opinion hexa cards 321 increase with respect to (321), the size of the opinion hexa card may be displayed gradually larger.

In this example, the discussion executing unit 300 attaches one's opinion to a hexa card similar to the opinion one wrote, like a mind map, and as the number attached to the hexa card increases, the number becomes larger, so that one can intuitively decide which It is easy to check whether an opinion is dominant.

The discussion executing unit 300 may be configured to execute a combination of the above-described embodiments.

Next, the discussion setting unit 400 sets various setting conditions applied to discussion learning, including the number of participants in the discussion executed by the discussion executing unit 300, the number of remarks, time settings, progress order, etc. It is done to set.

This discussion setting unit 400 can be set by the teacher through the teacher terminal device 21 or by an authorized host in the class participation room 120.

And the feedback unit 500 is a component that analyzes the content of the discussion conducted by the discussion execution unit 300 and provides feedback to the participant.

Specifically, the feedback unit 500 is configured to provide verbal and non-verbal content through artificial intelligence (AI) analysis to the relevant participants through text and video of the discussion after the discussion is completed.

Artificial intelligence (AI) analysis of verbal and non-verbal content performed in the feedback unit 500 can provide, for example, analysis of the following matters.

linguistic content

- Proportion of word usage: Provides negative words, positive words, and frequency

- Vocabulary analysis: Analyzing frequently used vocabulary in addition to the vocabulary used in evaluation (Guide students’ vocabulary usage habits, etc., and enable them to check key words and unnecessary words)

- Sentence length: It is recommended to use sentences that are not too long by determining the number of words in one sentence.

- Use of written language: Provided by analyzing whether it was completed in formal or presentation style rather than colloquial language, frequency, etc.

- Smoothness of sentence connection: provided by identifying the use of various conjunctions such as and, but, also, in addition, in addition, and nevertheless.

-Speech speed: Analyzes and provides whether the speech is too fast to understand or too slow to be boring.

nonverbal content

- Time: Provided by analyzing the time used during the given discussion time and the amount of time to present personal opinions during the strategy meeting.

- Response speed when asked a question: Provided by analyzing active answers, agility, etc.

- Changes in concentration: Through video analysis, concentration levels are analyzed and provided when one does not have a role, such as introductory remarks, questions, rebuttals, and final remarks.

- Gaze processing: Analyzes and provides the degree to which the user gazes gently at the camera.

- Volume of voice: Provided by analyzing whether the voice is appropriate, not too soft or too loud.

Meanwhile, an embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention will be described with reference to FIGS. 8 to 11.

Figures 8 to 11 are diagrams showing an example of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention.

First, the participant accesses the discussion learning service server 10, creates an avatar set in the metaverse environment, enters, waits in the class participation waiting room 110, and enters the selected class participation room 120 (Figure 8) (a) to (c)).

Participants can choose to sit at a table by directly selecting it, sitting manually according to the group set by the teacher in advance, or sitting at a table randomly determined by the computer. Here, for example, the class participation room 120 is set up with five group tables and six chairs per table, allowing up to 30 people to discuss simultaneously. If there are more than 30 people, one more class participation room (120) can be opened to allow discussion to take place, and among the five group tables in the class participation room (120), the red chair at each table can be designated as a reserved host seat. .

Then, each group turns on the camera, talks freely about who they will select as the host, and decides on the host. The selected host sits on the red chair.

Once a host is decided at each group table, participants (students) other than the host sit in the red chair at that table without moving while they move to other groups. The opinions of the visiting participants (students) are summarized and new participants (students) give their opinions. Give yourself time to add. Here, the participant can choose to show the face on the avatar as an image or as a character.

In the discussion discussion, you can express your opinion by adding your opinion using the opinion pop-up window on the hexa card on the table for a set time.

Here, when expressing your opinion on the hexa card on the table, you can not just write text, but also use content that can aid understanding by attaching reference sites, drawings, photos, or videos drawn by yourself. You can also express your opinion and support other people's opinions. After hearing opinions, there is time to move to another table in the class participation area (120).

The method of movement is different from the method of selecting the first table, and moves according to a preset logic that prevents multiple people from sitting at the table or moving overlapping each other.

The host asks participants (students) coming to a new table to read the opinions of participants (students) who previously visited the table by reading the hexacard on the table. The host summarizes the opinions of participants (students) who have previously visited and gives time for new participants (students) to add their opinions.

The movement of the participant(s) moves to another table according to the red arrow based on one person, and all participants (students) other than the host move at the same time (Figures 10 and 11).

When participants (students) return to the table they first sat at after going around all the other tables, the host of each table comes out in front of the blackboard and organizes and presents the opinions of the participants who have visited so far. After the hosts of all tables have finished presenting, the discussion begins. It's over.

Next, another embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention will be described with reference to FIGS. 12 to 15.

Figures 12 to 15 are diagrams showing another embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention.

Participants access the discussion learning service server (10), create an avatar set in the metaverse environment, enter, wait in the class participation waiting room (110), and go to the selected class participation room (120) (Karl Popper-style class participation room). Enter.

An equal ratio of pros and cons debate participants (3 to 3 participants in the drawing) enter the class participation room 120, and on the front screen of the class participation room 120, the real names corresponding to the topic and the roles of the pros and cons are written. there is. For example, participants can place the pro side on the left and the opposing side on the right, with the pro side using blue chairs and the opposing side with red chairs (Figure 12 (a)).

While the desks on the left pro side and the right anti side are arranged in a wing shape, the moderator chair is occupied by a preset character (AI character) rather than a person, who conducts the society according to the scenario.

As a pros and cons debate, the progress scenario of the Karl Popper-style pros and cons debate can proceed as follows.

The character of the first speaker on the positive side can stand in the center of the stage, or a video camera can be turned on at the position of the character's face so that the actual face of the image can be seen (Figure 12 (b)).

The speaking time for the first speaker on the pro side is 4 minutes, and the microphone is activated as soon as it starts, and a clock counting down the remaining time is displayed at the bottom of the screen.

When the time for the first person to speak in favor is over, the microphone is automatically turned off and the voice is silenced, and at the same time, the video camera is turned off, so the actual face in the video returns to the original character face, and the first person to speak in favor returns to its original place.

After the first argument for the positive side is over, 2 minutes of operation time are given (Figure 13 (c)). During the operation time, the opposing side should have time to discuss counter-arguments and cross-questions to the opposing side's opinions.

In order to lead the cross-questioning, the third final rebuttal from the opposing side comes out to the right of the center, and the first speaker from the positive side to answer the cross-questioning comes back to the left of the center, and a video camera is turned on at the positions of the two characters or the characters' faces, creating an image. The actual face of is visible ((d) in Figure 13). The time for cross-questioning by the third and final objector on the opposing side is 2 minutes, and as soon as it starts, a clock counting down the remaining time is displayed at the bottom of the screen. Since the speaking time of the third and final objector on the opposing side should be the main focus, the answer on the positive side should be concise.

Since the first speaker on the yes side answers the question of the third final objector on the opposing side and questions are asked again, the microphones are turned on for both sides. When the cross-questioning time between the third final rebuttal on the opposing side and the first interlocutor on the favorable side ends, the microphone is automatically turned off and the voices are silenced. Here, if the actual face is misprinted on the character, the video camera is turned off at the same time as the silence is turned off, and the real face in the image returns to the original character's face, and the third final objector on the opposing side and the first interlocutor on the favorable side return to their original places. .

Then, the opposing speaker No. 1 goes to the center of the stage and a video camera is turned on at the character or character's face, showing the actual face of the video. The speaking time for the opposing speaker No. 1 is 4 minutes, and the microphone is activated as soon as it starts. A clock counting down the remaining time is displayed at the bottom of the screen, and when the opposing party's opening statement time ends, the microphone is automatically turned off and the voice is silenced. If the character has an actual face, the video camera is also turned off and the video is displayed. The actual face of the character returns to the original character face, and the first speaker on the other side returns to his original position.

This process of speaking for and against the pros and cons is repeated ((f) to (h) in Figure 14), and in the final operation time, the three final opponents for and against have time to discuss what to say ((i in Figure 15) ), once the final opponents have finished speaking, all Karl Popper-style pros and cons debate scenarios end.

Next, another embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention will be described with reference to FIGS. 16 to 18.

Figures 16 to 18 are diagrams showing another embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention.

The instructor completes the pre-setting of how many groups will be divided into groups according to the waiting list and how many people will enter each group, uploads the group list, and the distribution to the class participation room (120) is automated, so that as soon as it starts, participants are automatically or Entry is done manually (Figure 16(a)).

Students who enter the class participation room (120) choose whether to start their first opinion on the topic from the pro or con side, and each student is assigned a different color character (bee) and selects the color of the bee in the order of entry. ((b) in Figure 16). When the teacher writes down the topic in advance, participants who enter will see a screen with the topic written in large letters in the center of the desktop, which is shaped like a hexagram (hexagon), and the participants (students) all choose sides for and against and are awarded a bee. Wait while you choose a color.

Then, click on the contents of the central hexacard where the pros and cons debate topic is written, and take the time to think about how to leave an opinion, argument, or basis for your side. To leave an argument for or against the side, click on the new hexacard at the desired location. When you click , a blue rectangular window will pop up, and if you want to leave an opposing argument, click on the new hex card in the desired location and a red rectangular window will pop up, allowing you to leave an opinion, claim, supporting text, site, or other information. Leave the source and press the save button. When leaving an opinion is completed, the hexa card color changes to blue if the opinion is in favor, and red if the opinion is against (see (d) to (f) of Figure 17). Here, if you do not see all the saved content, you can click to view it in detail in a rectangular pop-up window. If there is a lot of content in the hexa card, the latter part is omitted and cannot be seen, so you can expand the view more function by hovering the mouse over the hexa card you want to see. there is. If you want to edit, click again on the hexacard you left, edit, and then click Save.

And in determining the order in which opinions will be expressed (in the present invention, the order in which the bee characters will fly), if there are 4 people in a group, the rule is to read your opinion and the opinions of the other 3 people and then post your opinions in a relay manner. Do it as

At this time, in order to provide the experience of critical thinking without stopping to read other people's opinions, student participants can be asked to express opposing opinions to other people's opinions regardless of their own opinions, thereby allowing them to feel the opposite.

And when there are four people in a group, the number assigned to the character (for example, the number written on the bee's belly) moves to the next honeycomb-shaped hexa card, and students can read the writings left by the previous student participants and make counterarguments.

For example, bee number 1 argues -> (turns 1 space clockwise) -> bee 2 argues against it -> (turns 2 spaces clockwise) -> bee 3 argues again -> (turns clockwise) (Turn around 3 spaces) -> Rebuttal to bee number 4 -> End

Here, it automatically flies to the next order according to a preset algorithm, but if the student before that is still writing an opinion and did not press the save button, the character (bee) buzzes in the air and waits to see other people's opinions that have been completed. . A rebuttal or rebuttal must proceed only after the previous student's input has been completed.

When a group of 4 people participates in a class participation room (120), there is a personal mission to complete 4 hex cards, but small group discussions on the pros and cons are possible offline without the need for actual teaching aids to hear other students' opinions. There is an advantage in being able to do this.

(f) in Figure 17 is a diagram showing character number 1 (bee) reading the pro-opinion left by character number 2 (bee) and making a rebuttal. Since this is a rebuttal leaving an opinion opposing the pro-opinion, a red pop-up window appears. After entering the information, click the reply button to complete the comment. In addition, (g) in Figure 17 is a diagram showing character number 2 (bee) reading the opposing opinion left by character number 3 (bee) and making a rebuttal. Since this is a rebuttal leaving an opinion in favor of the opposing side, a blue pop-up window appears. After entering the information, click the reply button to complete.

In the case of a group of four people, each character (bee) makes claims, rebuttals, and rebuttals simultaneously to satisfy the rule that prevents overlapping rebuttals or rebuttals to the opinions of other characters (bees). It is expressed in a way that extends in all directions, and the results are as follows (h) in Figure 18.

- Bee No. 1's argument in favor -> Bee No. 4's rebuttal -> Bee No. 2's rebuttal -> Bee No. 3's rebuttal

- Bee No. 2's argument in favor -> Bee No. 1's rebuttal -> Bee No. 3's rebuttal -> Bee No. 4's rebuttal

- Bee No. 3's counterargument -> Bee No. 2's counterargument -> Bee No. 4's rejoinder -> Bee No. 1's rejoinder

- Bee No. 4's counterargument -> Bee No. 3's counterargument -> Bee No. 1's rebuttal -> Bee No. 2's rebuttal

The pros and cons debate, which is opposition for the sake of opposition, can give you the opportunity to listen to and think about other people's opinions by practicing rebutting the other side's opinions.

In addition, in the case of a group of six people, after each bee makes claims, rebuttals, and rebuttals simultaneously to satisfy the rule that prevents overlapping rebuttals or rebuttals to the opinions of other bees, (i) in Figure 18 It can be expressed in a way that extends in all directions, as in .

- Bee No. 1's argument in favor -> Rebuttal from No. 6 -> Rebuttal from Bee No. 4 -> Rebuttal from Bee No. 5 -> Rebuttal from Bee No. 2

- Bee No. 2's argument in favor -> No. 1's rebuttal -> Bee No. 5's rebuttal -> Bee No. 6's rebuttal -> Bee No. 3's rebuttal

- Bee No. 3's counterargument -> Bee No. 2's rebuttal -> Bee No. 6's rebuttal -> Bee No. 1's rebuttal -> Bee No. 4's rebuttal

- Bee No. 4's argument in favor -> No. 3's rebuttal -> Bee No. 1's rebuttal -> Bee No. 2's rebuttal -> Bee No. 5's rebuttal

- Bee No. 5's counterargument -> Bee No. 4's rebuttal -> Bee No. 2's rebuttal -> Bee No. 3's rebuttal -> Bee No. 6's rebuttal

- Bee No. 6's argument in favor -> No. 5's rebuttal -> Bee No. 3's rebuttal -> Bee No. 4's rebuttal -> Bee No. 1's rebuttal

Next, another embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention will be described with reference to FIGS. 19 and 20.

Figures 19 and 20 are diagrams showing a modified example of another embodiment of the discussion learning progress implemented in the metaverse-based discussion learning service system according to the present invention.

As shown in Figures 19 and 20, a modified example of another embodiment of the discussion learning process is carried out by attaching one's opinion on the topic to a hexa card similar to the opinion one wrote, like a mind map.

Here, you can intuitively see which opinion is dominant as the number attached to the hexa card increases.

The hexa card has 6 sides, so if it has more than 6 sides, it can be examined in a flexible manner by increasing the number by placing 2 on each side. If opinions are scattered, the teacher can divide the topic by simplifying it through grouping (nomadicization). You can share it or start the discussion again.

The components of the present invention described above may be implemented as hardware components, software components, and/or a combination of hardware components and software components. For example, the devices, methods, and components described in the embodiments may include, for example, a processor, a controller, an arithmetic logic unit (ALU), a digital signal processor, a microcomputer, and a field programmable gate (FPGA). It may be implemented using one or more general-purpose or special-purpose computers, such as an array, programmable logic unit (PLU), microprocessor, or any other device capable of executing and responding to instructions. A processing device may execute an operating system (OS) and one or more software applications that run on the operating system. Additionally, a processing device may access, store, manipulate, process, and generate data in response to the execution of software. For ease of understanding, a single processing device may be described as being used; however, those skilled in the art will understand that a processing device includes multiple processing elements and/or multiple types of processing elements. It can be seen that it may include. For example, a processing device may include a plurality of processors or one processor and one controller. Additionally, other processing configurations, such as parallel processors, are possible.

According to the metaverse-based discussion learning service system according to the present invention as described above, it is possible to provide students with learning to clearly understand the concepts of discussion and discussion, and to create an environment in which effective discussion and debate can be conducted. This can further improve the learning effect, and has the advantage of increasing participation by providing diverse and specialized content based on Metaverse virtual reality.

In addition, according to the present invention, it is possible to intuitively and easily understand one's own and others' opinions on a discussion topic, thereby increasing topic participation and immersion in learning, and by analyzing the discussion posture and providing feedback, it is possible to improve the desired discussion posture. There is an advantage to learning about.

The embodiments described in this specification and the accompanying drawings merely illustratively illustrate some of the technical ideas included in the present invention. Accordingly, the embodiments disclosed in this specification are not intended to limit the technical idea of the present invention, but rather to explain it, and therefore, it is obvious that the scope of the technical idea of the present invention is not limited by these embodiments. All modifications and specific embodiments that can be easily inferred by a person skilled in the art within the scope of the technical idea included in the specification and drawings of the present invention should be construed as being included in the scope of the present invention.

10: Discussion learning service server
20: User terminal device
21: Teacher terminal device
22: Student terminal device
100: Class room creation section
110: Class participation waiting room
120: Class Participation Room
200: Avatar driving unit
300: Discussion and discussion department
310: Discussion Topic Hexabu
311: Opinion Hexabu
320: Hexa Card
321: Opinion Hexa Card
400: Discussion setting section
500: Feedback unit

Claims (8)

A discussion learning service system for providing discussion and learning for discussion online in a metaverse space implemented by known software and hardware configurations,
A discussion learning service server that creates and provides a learning space and user avatars for discussion and discussion between participants, including teachers and students, through Metaverse; and
It includes a user terminal device that connects online to the discussion discussion learning service server,
The discussion learning service server includes a class room creation unit that creates a class room, and an avatar driver that creates an avatar set by a participant in the class room created by the class room creation unit and operates according to the participant's input command. and a discussion execution unit that executes a discussion in real time using at least one of text, video, and images, or a combination thereof, between participants participating in the class room created in the class room creation unit, and the discussion execution unit executes the discussion. It includes a discussion setting section that sets the execution conditions,
The class room creation unit forms a hexa-shaped class participation waiting room in the center, and forms and provides hexa-shaped class participation rooms around the class participation waiting room,
The discussion executing unit displays a hexa-type topic card on which a discussion topic is written, and a hexa-type opinion card with opinions on the topic written on the hexa-type topic card is created around the hexa-type topic card,
The hexa-type opinion card is a hexa-type opinion card when input commands saying that it is the same as the opinion written on a hexa-type opinion card are accumulated, or whenever additional hexa-type opinion cards increase around a hexa-type opinion card. The cards are made to gradually become larger in size,
A feedback unit that analyzes the contents of the discussion conducted by the participants in the discussion execution unit and provides feedback to the participants,
After the discussion is completed, the feedback unit analyzes and provides verbal and non-verbal content through the text and video of the discussion.
The above linguistic content includes 1) the proportion of word use including negative words, positive words, and the frequencies of negative and positive words, 2) the vocabulary used to check unnecessary words, and 3) the number of words in one sentence. 4) the use of formal or presentational fonts and the frequency of use of written fonts for frequency analysis; 5) the use of conjunctions including, but, also, in addition, in addition, and nevertheless; , and 6) speed of speech;
The above non-verbal content includes 1) the time spent or the time to present personal opinions during the given discussion time, 2) the speed of response when asked a question, 3) the degree of concentration when one does not have a role during the discussion through video analysis, and 4) Characterized by including gaze processing for the degree of camera gaze, and 5) volume of voice.
Metaverse-based discussion learning service system. delete According to paragraph 1,
The discussion executive department said,
Characterized by providing avatars of participants or executing a video chat while the participant's face is displayed in real time as an image on the avatar.
Metaverse-based discussion learning service system.
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