KR20230166419A - Method and device for providing grouped virtual classroom object in a virtual tutorial world - Google Patents

Abstract

The method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention includes a group-type virtual classroom object including a main virtual classroom and first to Nth sub-virtual classrooms (N is a natural number of 2 or more) within the virtual tutorial world. Preparing virtual classroom object attribute data for creation, based on the virtual classroom object attribute data, creating the group-type virtual classroom object in the virtual tutorial world, a first user having first authority Preparing avatar attribute data for a first avatar and a second avatar of a second user with second authority, the first avatar and the second avatar generated based on the avatar attribute data It includes associating with a classroom object, and moving the second avatar entered into one virtual classroom included in the group-type virtual classroom object to another virtual classroom. According to the method and device for providing a group-type virtual classroom in a virtual tutorial world according to the present invention, avatar entry into a group-type virtual classroom consisting of a main virtual classroom and a sub-virtual classroom, movement and summoning in the group-type virtual classroom are facilitated. can do.

Description

Method and device for providing group-type virtual classroom in virtual tutorial world {METHOD AND DEVICE FOR PROVIDING GROUPED VIRTUAL CLASSROOM OBJECT IN A VIRTUAL TUTORIAL WORLD}

The present invention relates to a method and device for providing a group-type virtual classroom in a virtual tutorial world, and more specifically, a method for providing a group-type virtual classroom that enables movement and summoning of avatars in a group-type virtual classroom where multiple virtual classrooms are connected. and devices.

A virtual world is a computer-based simulation environment in which avatars created by users can independently perform social, economic, cultural, and political activities, interact, and communicate as in the real world. It is a space where you can

In addition to the development of electronic and communication technologies, artificial intelligence, virtual reality, augmented reality, mixed reality, eXtended reality, and block-chain ) With the introduction of technology, the virtual world is not a simple three-dimensional space implemented by a computer, but has come to be recognized as a space where virtual space and the real world closely interact and a second real world.

In particular, Metaverse is a fusion of the various technologies mentioned above, and is a compound word of 'meta', meaning processing and abstraction, and 'universe', meaning space and world, creating a more immersive virtual world. Realize the world. Currently, Metaverse is a virtual world used in various fields such as games, entertainment, travel, healthcare, sports, construction, and defense, and various platforms related to it are being developed and commercialized.

Meanwhile, in the field of education, services incorporating the virtual world have emerged. Korean Patent Publication No. 2001-0065751 relates to 'Education method using avatar in 3D Internet space' and discloses a method of providing educational content within a virtual space constructed by a computer. Korean Patent Publication No. 10-2368616 relates to 'a method and device for creating a virtual lecture space for learning in Metaverse', and provides a more improved learning space in a virtual environment compared to the above published patent. This discloses a method of creating a virtual lecture space for a one-time lecture.

The prior art mentioned above only discloses a method of implementing the avatars of instructors and students in computer graphics to enable communication or simple document exchange between the two, or a method of creating a virtual lecture space for one-time lectures. In other words, according to the above prior art, there is a problem in that lectures can only be given between an instructor and a student who access the virtual environment at the same time, and the lecture is only a one-time lecture and cannot be provided to other students afterwards. In addition, although the lecture given by the instructor and the lecture content used therein have copyright properties, there is a problem that it is difficult to create a unique IP (Intellectual Property) for the work.

In addition, in order to listen to an appropriate lecture in a virtual classroom, it is necessary to be able to move between classrooms with the instructor's permission or at the student's request. However, in the conventional technology, the user cannot move between classrooms except by directly leaving the classroom and entering the desired classroom. There was this.

Korean Patent Publication No. 2001-0065751 (published on July 11, 2001) Korean Patent Publication No. 10-2368616 (registered on March 2, 2022)

The present invention was conceived in consideration of the above-mentioned problems, and the purpose of the present invention is to facilitate avatar entry into a group-type virtual classroom consisting of a main virtual classroom and a sub-virtual classroom, movement and summoning in the group-type virtual classroom. The aim is to provide a method and device for providing a group-type virtual classroom in a virtual tutorial world.

The method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention for achieving the above object includes a main virtual classroom and first to Nth sub-virtual classrooms (N is a natural number of 2 or more) within the virtual tutorial world. Preparing virtual classroom object attribute data to create a group-type virtual classroom object; generating the group-type virtual classroom object within the virtual tutorial world based on the virtual classroom object attribute data; preparing avatar attribute data for a first avatar of a first user with first authority and a second avatar of a second user with second authority; associating the first avatar and the second avatar created based on the avatar attribute data with the group-type virtual classroom object; and moving the second avatar, which has entered one virtual classroom included in the group-type virtual classroom object, to another virtual classroom.

And, the moving step includes receiving a movement request signal of the second avatar based on the interaction with the first user; determining whether the first authority of the first user includes movement authority for the second avatar; and moving the second avatar to the other virtual classroom.

And, the moving step includes receiving a movement request signal of the second avatar based on the interaction with the second user; determining whether the second permission of the second user includes permission to enter the other virtual classroom; and moving the second avatar to the other virtual classroom.

In addition, the main virtual classroom and the first to Nth sub-virtual classrooms (N is a natural number of 2 or more) include affiliated campus, affiliated building, lecture subject, instructor, lecture time, lecture area, country, and language in the virtual tutorial world. , may include at least one common attribute among user age and user affiliation.

In addition, the associating step may associate the first avatar and the second avatar with the main virtual classroom of the group-type virtual classroom object when the first and second users log in.

In addition, the avatar attribute data includes lecture attributes, and the associating step includes, when the second user logs in, linking the second avatar to the first to first avatars based on the lecture attributes of the second avatar. It can be associated with any one of the N sub virtual classrooms.

And, the moving step includes determining the number of avatars included in the other virtual classroom; and moving the second avatar to the other virtual classroom only when the number of avatars is less than a preset capacity.

Additionally, the sub-virtual classroom may be a virtual space that allows communication between users through at least one of voice, video, and chat through interaction with the first user and the second user.

Additionally, the main virtual classroom may include one or more lecture material objects to which both the first avatar and the second avatar are permitted to access.

Meanwhile, an apparatus for providing a group-type virtual classroom in a virtual tutorial world according to the present invention for achieving the above object includes an object attribute data storage unit, a virtual object creation unit, and an avatar/object relationship processing unit, and the object attribute data The storage unit includes virtual classroom object attribute data for creating a group-type virtual classroom object including the main virtual classroom and the first to Nth sub-virtual classrooms (N is a natural number of 2 or more) within the Virtual Tutorial World, and stores avatar attribute data for a first avatar of a first user with first authority and a second avatar of a second user with second authority, and the virtual object creation unit stores the virtual classroom. Based on the object attribute data, the group-type virtual classroom object is generated in the virtual tutorial world, and the first avatar and the second avatar are generated based on the avatar attribute data, and the avatar/object association processing unit, Associating the first avatar and the second avatar with the group-type virtual classroom object, and based on interaction with at least one of the first user and the second user, any one included in the group-type virtual classroom object The second avatar entered into the virtual classroom is moved to another virtual classroom.

In addition, the avatar/object association processing unit receives a movement request signal of the second avatar based on the interaction with the first user, and determines the first authority of the first user for the second avatar. After determining whether movement rights are included, the second avatar can be moved to the other virtual classroom.

And, the avatar/object association processing unit receives a movement request signal of the second avatar based on the interaction with the second user, and the second authority of the second user is granted to the other virtual classroom. After determining whether the second avatar has permission to enter, the second avatar can be moved to the other virtual classroom.

In addition, the main virtual classroom and the first to Nth sub-virtual classrooms (N is a natural number of 2 or more) include affiliated campus, affiliated building, lecture subject, instructor, lecture time, lecture area, country, and language in the virtual tutorial world. , may include at least one common attribute among user age and user affiliation.

Additionally, the avatar/object association processing unit may associate the first avatar and the second avatar with the main virtual classroom of the group-type virtual classroom object when the first and second users log in.

In addition, the avatar attribute data includes lecture attributes, and the avatar/object relationship processing unit, when the second user logs in, matches the second avatar to the first avatar based on the lecture attributes of the second avatar. It can be associated with any one of the 1st to Nth sub virtual classrooms.

Then, the avatar/object association processing unit determines the number of avatars included in the other virtual classroom, and then assigns the second avatar to the other virtual classroom only if the number of avatars is less than the preset capacity. It can be moved to .

Additionally, the sub-virtual classroom may be a virtual space that allows communication between users through at least one of voice, video, and chat through interaction with the first user and the second user.

Additionally, the main virtual classroom may include one or more lecture material objects to which both the first avatar and the second avatar are permitted to access.

According to the method and device for providing a group-type virtual classroom in a virtual tutorial world according to the present invention, avatar entry into a group-type virtual classroom consisting of a main virtual classroom and a sub-virtual classroom, movement and summoning in the group-type virtual classroom are facilitated. can do.

Figure 1 is a conceptual diagram of a network environment in which a method for providing a group-type virtual classroom in a virtual tutorial world according to the present invention is implemented.
Figure 2 is a conceptual diagram of a cloud environment in which a method for providing a group-type virtual classroom in a virtual tutorial world according to the present invention is implemented.
Figure 3 defines the account policy in the virtual tutorial world according to the present invention.
Figure 4 shows the hierarchical structure of a virtual tutorial world according to the present invention.
Figure 5 shows customizing elements for various spaces in the virtual tutorial world.
Figure 6 is a conceptual diagram showing the creation process of a virtual tutorial world according to the present invention.
7 and 8 are conceptual diagrams showing a method for customizing a virtual tutorial world according to the present invention.
Figure 9 is a conceptual diagram showing a method for customizing a virtual classroom according to the present invention.
Figure 10 shows the attribute data hierarchy of the avatar and my room in the virtual tutorial world according to the present invention.
Figure 11 shows the process of setting and managing an avatar in a virtual tutorial world according to the present invention.
Figure 12 shows an example of how a virtual lecture is activated within a virtual tutorial world according to the present invention.
Figure 13 shows an example of a virtual lecture screen held within the virtual tutorial world according to the present invention.
Figure 14 is a diagram illustrating a method of creating a class object in a virtual tutorial world according to the present invention.
Figure 15 is a block diagram showing the configuration of an apparatus for providing a group-type virtual classroom in a virtual tutorial world according to the present invention.
Figure 16 shows common properties of a group-type virtual classroom within the virtual tutorial world according to the present invention.
Figure 17 is a diagram for explaining a method of entering a group-type virtual classroom within the virtual tutorial world according to the present invention.
Figure 18 is a conceptual diagram of a group-type virtual classroom within the virtual tutorial world according to the present invention.
Figure 19 is a flowchart showing a method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.
Figure 20 is a diagram showing a method of moving an avatar according to a first embodiment in the method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.
Figure 21 is a diagram showing a method of moving an avatar according to a second embodiment of the method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.
Figure 22 is a diagram showing a method of moving an avatar according to a third embodiment of the method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.
Figure 23 is a flowchart showing a method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.

Hereinafter, embodiments disclosed in the present specification will be described in detail with reference to the attached drawings. However, identical or similar components will be assigned the same reference numbers regardless of reference numerals, and duplicate descriptions thereof will be omitted.

Additionally, in describing the embodiments disclosed in this specification, if it is determined that detailed descriptions of related known technologies may obscure the gist of the embodiments disclosed in this specification, the detailed descriptions will be omitted. In addition, the attached drawings are only for easy understanding of the embodiments disclosed in this specification, and the technical idea disclosed in this specification is not limited by the attached drawings, and all changes included in the spirit and technical scope of the present invention are not limited. , should be understood to include equivalents or substitutes.

In the following description, object comprehensively encompasses subjects (avatars, etc.), objects (desks, chairs, blackboards, etc.), and environments (world, campus, spaces, classrooms, various spaces, etc.) that exist within the virtual tutorial world. interpreted as meaning. Objects include not only objects with rendered images but also abstract objects such as layouts. Additionally, an object may include multiple sub-objects. That is, the virtual classroom object may include objects such as various furniture and lecture tools placed in the virtual classroom. In addition, the lecture/course content itself can be created as a new object, and the object includes the lecture/course content (video lecture content, questions/answers, lecture materials, chat, etc.) as a lecture object. In addition, various games and items (weapons, tools, etc.) that users can enjoy within the virtual tutorial world also correspond to objects, and various interior tools and pets included in My Room can also correspond to objects.

1 is a conceptual diagram of a network environment in which a method of providing a group-type virtual classroom in a virtual tutorial world in a virtual tutorial world according to the present invention is implemented. The device for providing a group-type virtual classroom in a virtual tutorial world according to the present invention may be included in the network environment shown in FIG. 1.

As shown in Figure 1, one or more users may be involved in creating virtual classroom objects in the virtual tutorial world. One or more users may be divided into an education content provider and an education content beneficiary. Educational content providers may be various educational institutions (universities, schools, academies, etc.) and educators (teachers, professors, professional instructors, freelance instructors, native speaker instructors, etc.), and beneficiaries of educational content may be students, parents, etc.

One or more users can interact in the virtual tutorial world using various devices. Interactions include the user's manipulation actions on various devices, input actions, output actions of various devices toward the user, display actions, signal transmission and reception of the server (device) to various devices, and signal transmission and reception of the server (device) to various devices, etc. , which becomes the basis for all activities performed through an avatar within the virtual tutorial world.

Here, various devices include personal computers (PCs), tablet PCs, laptops, smartphones, mobile phones, video phones, smart glasses, and various wearable devices. (Wearable Device), E-book Reader, Kiosk, various home appliances with communication functions, Navigation, Smart Mirror, Workstation, PDA (Personal Device) It may be, but is not limited to, a Digital Assistant, PMP (Portable Multimedia Player), MP3 player, smart TV, home automation control panel, game console, set-top box, projector, etc. .

In particular, devices for interaction in the virtual tutorial world may be metaverse devices, which may include VR (Virtual Reality) gear, AR (Augmented Reality) gear, MR (Mixed Reality) gear, and XR (eXtended Reality) gear. You can. The above-mentioned metaverse gear includes HMD (Head-Mounted Display), force feedback gear, VR/AR suit, VR/AR exoskeleton device, VIST (visual-inertial skeleton tracking) device, and HMI (Human-Machine interface). , BMI (Brain-Machine Interface), motion controller, VR wrist band, etc.

The device for providing a group-type virtual classroom in the virtual tutorial world according to the present invention may be implemented as a virtual object creation platform in the virtual world, a lecture content platform, a service provider side server that provides an education service platform, a local computing system, etc. It is not limited to this.

The service provider-side server may be implemented with any firmware, hardware, software, circuitry, or a combination thereof for executing the method of providing a group virtual classroom in the virtual tutorial world, and the hardware reads, executes, and records program instructions. It may include a processor. Processors include general-purpose processors, digital signal processors (DSPs), one or more microprocessors, one or more microprocessors associated with a DSP core, controllers, microcontrollers, application specific integrated circuits (ASICs), field programmable gate arrays (FPGAs), and various other types of circuits. It may be implemented with an integrated circuit (IC), a state machine, etc., but is not limited to this.

In addition, the hardware includes an input/output interface (I/O interface) configured to receive input/output requests from the processor, a communication network that manages network interfacing communication through wired and/or wireless communication modes, and a ROM (Read-Only Memory). , RAM (Random Access Memory), SRAM (Static Random Access Memory), Nand Flash Memory, removable memory, memory stick, SD (secure digital) memory, SIM (subscriber identity module) card, etc. You can.

Figure 2 is a conceptual diagram of a cloud environment in which a method for providing a group-type virtual classroom in a virtual tutorial world according to the present invention is implemented. A cloud environment may include one or more local servers, and the local server may be connected to a lower level server and interact with one or more users. By using a cloud environment, the present invention can be implemented anywhere in the world.

The virtual tutorial world according to the present invention includes an account system, authority management system, character system, equipment system, growth system, world management system, curriculum system, class management system, payment system, user class participation system, teacher class progress system, and world promotion. and observation system, counseling system, communication system, student class review system, assignment/performance system, parent/student management system, world human resource management system, etc., some or all of which may be included in one server. It may also be distributed and included in multiple servers.

Figure 3 defines the account policy in the virtual tutorial world according to the present invention. In the virtual tutorial world according to the present invention, various accounts form a vertical or horizontal hierarchy.

The administrator account 11 corresponding to the first layer (10.1) is an account used by the system administrator and is divided into super administrator, administrator, CS administrator, world administrator, etc., and defines policies for each account. Super administrator accounts and administrator accounts can have the authority to manage history (edit, define member list, etc.), manage internal business processes, manage member information, and inspect and manage virtual classrooms where classes are held (ghost function). In order to respond to user inquiries, the CS administrator may have various rights such as searching member information, searching member history information, and confirming payment. World administrators can have authority over world management, brand management, curriculum management, course management, community management, and other function management such as class observation ghost privileges.

The instructor (teacher) account 12 corresponding to the second layer (10.2) defines a policy for users who provide education to student users in a virtual classroom within the virtual tutorial world. The instructor (teacher) account (12) is responsible for creating a virtual classroom, managing lectures (student management, class management, curriculum management, etc.), using items, and customizing the virtual classroom (classroom design, class structure, class composition, etc.). have authority. The authority of the second layer (10.2) may be granted by the first layer (10.1).

The third layer (10.3) defines the policy for student users receiving education in a virtual classroom within the virtual tutorial world with a student account (13), and the fourth layer (10.4) defines the policy for student users' parents with a parent account (14). Define policies for The third layer (10.3) and the fourth layer (10.4) may have a parallel hierarchical structure, but may have different authorities. The student account (13) has the authority to customize and manage My Room, upload and download class content, and purchase and use items. The parent account 14 is linked to the student account 13 and can have the authority to check announcements created in the first layer (10.1) or the second layer (10.2), check grades, etc.

The account policy in the virtual tutorial world shown in FIG. 3 is merely an example, and the policy and permissions for each account can be changed and set in various ways.

Figure 4 shows the hierarchical structure of a virtual tutorial world according to the present invention. Although FIG. 4 shows the hierarchical structure of one virtual tutorial world, multiple virtual tutorial worlds may be set or opened upon user request, and the multiple virtual tutorial worlds may have the same hierarchical structure. However, if necessary, an appropriate level of hierarchy may be established between multiple virtual tutorial worlds.

All virtual tutorial worlds may have essentially the same size, but are not limited to this. The virtual tutorial world can be fixed with various templates, but users can customize it in various ways.

The virtual tutorial world may contain one or more campuses, each campus may contain one or more buildings, and each building may contain one or more virtual classrooms.

Virtual tutorial world, campus, and virtual classroom can be named by an account with certain authority within the world. For example, when a private educational institution user opens a virtual tutorial world, he or she can modify the private educational institution's brand name, branch name, etc. to the virtual tutorial world name, and change the name of each virtual classroom according to the subject.

When a user accesses the virtual tutorial world, an avatar corresponding to the user is displayed within the virtual tutorial world, and the user operates various devices to move the avatar within the virtual tutorial world. For example, the avatar can be active within the virtual tutorial world through input through a keyboard connected to a PC, touch operation on the touch screen, or operation using VR gear. Users can move their avatar within the virtual tutorial world to enter a given campus, a certain building, or a certain classroom. However, it is also possible to directly enter a given campus, a certain building, or a certain classroom without going through the corresponding steps.

Users can customize the virtual tutorial world, campus, buildings, classrooms, and other spaces in a variety of ways. Figure 5 shows customizing elements for various spaces in the virtual tutorial world.

As described above, the virtual tutorial world of the present invention may include the world of the first layer (20.1), the campus 22 of the second layer (20.2), the third layer (20.3), and the classroom of the fourth layer (20.4). You can. In addition, it may further include other spaces 25 of the fifth layer 20.5 that may or may not have a hierarchical structure.

Virtual tutorial worlds, campuses, buildings, classrooms and other spaces can be rendered as 2D or 3D images. In addition, it can be modeled and rendered to create a three-dimensional image with a sense of depth due to binocular disparity through a 3D display, HMD, etc. Furthermore, virtual tutorial worlds, campuses, buildings, classrooms, and other spaces may be modeled to be implemented as holograms. Therefore, modeling data for 3D modeling can be prepared, and the 3D modeling data includes the abstracted surface on which the model is installed, layer depth, rotation offset, and height offset. , facing direction, horizontal order, vertical order, etc., but is not limited thereto. This can be used for 3D modeling of the virtual tutorial world and the campus, buildings, classrooms, and other spaces included therein, as well as 3D modeling of the user's avatar.

The present invention prepares various properties for customizing each space that makes up the virtual tutorial world. Various properties include the layout for configuring each space, the location of each space, border, structure, color, texture, template, etc. Users can customize each space by selecting various templates provided by the present invention, or they can also customize each space by individually selecting and modifying location, color, design, etc.

Figure 6 is a conceptual diagram showing the creation process of a virtual tutorial world according to the present invention. The user (U) can access the server using various devices (D), and the virtual tutorial world management unit 141 determines the user authority based on the input user information, and creates a virtual tutorial world when the authority is approved. . Users can select a virtual tutorial world from various templates provided by the server and design the virtual tutorial world with the desired design. Once the user input is completed, the created virtual tutorial world is recorded in the storage unit 170.

7 and 8 are conceptual diagrams showing a method for customizing a virtual tutorial world according to the present invention. Users (U) can create a virtual tutorial world while checking images displayed on various devices (D). For example, as shown in FIG. 7, various buildings can be placed by drag and drop within the virtual tutorial world displayed on the touch screen. In another embodiment, while viewing an image of a virtual tutorial world displayed on a head-mounted display (HMD), the VR gear can be manipulated to place various buildings, select templates for the world and buildings, or change their color, design, and location. You will be able to edit .

Meanwhile, as shown in FIG. 8, the user (U) uses the device (D) to generate input signals related to world design, building management, and building creation, and the I/O interface 120 responds to the input signals. Based on this, each attribute (name, affiliation, location, subject, creator, etc.) can be stored in the storage unit 170. In addition, the user (U) generates a world expansion request signal using the device (D), and the I/O interface 120 transmits the world expansion request signal to the virtual tutorial world management unit 141. 141 may determine the user's authority, create a new virtual tutorial world, and record it in the storage unit 170.

Figure 9 is a conceptual diagram showing a method for customizing a virtual classroom according to the present invention. The user (U) can decorate the interior design, furniture arrangement, and structure within the virtual classroom. The server can store various templates related to customizing the virtual classroom, and the user (U) can store various objects related to virtual lectures in the virtual classroom. I can place it in an appropriate location. For example, class schedule-related objects, student management objects, curriculum management objects, etc. can be placed in appropriate locations in the virtual classroom, and the user (U) can check related content by touching the objects displayed on the back of the device (D). You can.

At this time, various objects placed in the virtual classroom may be activated by a trigger event generated by an avatar entering the virtual classroom. At this time, the trigger event is the distance condition between the object and the avatar, the gesture condition by the avatar, the touch condition for the object, the avatar's position condition, the menu selection condition by the avatar, the text creation condition by the avatar, and the voice creation condition by the avatar. , This can occur when any one of the mission performance conditions by the avatar is met.

Specifically, referring again to FIG. 9, when the instructor user (U) places an object related to the class schedule on the pillar wall in the virtual classroom, when the student user's (U) avatar contacts the pillar wall, the class schedule is transferred to the student user. It can be displayed on the device (D) of (U). Alternatively, if the student user's (U) avatar creates a text bubble saying "class schedule", the class schedule can be displayed on the student user's (U) device (D). Activating an object can be accomplished through various manipulations of the avatar, and is not limited to any specific method.

Figure 10 shows the attribute data hierarchy of the avatar and my room in the virtual tutorial world according to the present invention.

Avatar attribute data includes avatar type (31) in the first layer (30.1), avatar appearance (32) in the second layer (30.2), avatar clothes/shoes (33) in the third layer (30.3), and avatar clothing/shoes (33) in the fourth layer (30.4). ) of the avatar accessory 34, and the avatar item 35 of the fifth layer (30.5). My Room attribute data may include the My Room type 36 of the first layer (30.6) and the My Room item 37 of the second layer (30.7). The attribute data layers of the avatar and my room shown in FIG. 10 are merely examples, and of course may be composed of other attribute data.

The avatar type 31 of the first layer 30.1 is related to the class of the user U and includes images rendered as teachers, students, parents, etc. The avatar appearance 32 of the second layer 30.2 includes rendered images of the avatar's gender (male/female), face, skin, eyes, nose, mouth, hair, body type, expression, posture, etc. The avatar clothes/shoes 33 of the third layer 30.3 include rendered images of tops, bottoms, socks, shoes, hats, etc. that can be worn on the avatar. The avatar accessories 34 of the fourth layer 30.4 include rendered images of bags, glasses, necklaces, earrings, rings, scarves, etc. The avatar items 35 of the fifth layer 30.5 include lecture tools, in-game items, application items, etc.

Meanwhile, the My Room type (36) of the first layer (30.6) relates to the basic appearance of My Room, a space that stores and displays various information of the user (U), including rooms, classrooms, libraries, nature, structures, etc. Includes rendered images of living rooms, etc. The My Room item 37 in the second layer (30.7) includes rendered images of desks, chairs, bookshelf, lighting, bed, PC, mirror, etc. placed in My Room.

Figure 11 shows the process of setting and managing an avatar in a virtual tutorial world according to the present invention. The server (S) provides avatar properties/templates. The user (U) operates the device (D) to select attributes for each layer of avatar attribute data. The avatar management unit 143 stores the avatar set by the user (U) in the storage unit 170 in association with the user (U). Again, the server (S) provides My Room properties/templates. The user (U) operates the device (D) to select attributes for each layer of My Room attribute data. The My Room management unit 145 stores the My Room set by the user (U) in the storage unit 170 in association with the user (U).

Once the user (U)'s avatar and My Room are set, the avatar is displayed in My Room when the user (U) connects. Of course, in another embodiment, it is also possible to directly enter any one of the virtual tutorial world, campus, building, and classroom rather than My Room. Users (U) can place various items and tools they own in My Room and use the items and tools when giving or listening to lectures.

The user's avatar can be created using an animated 2D or 3D image, but it can also be created by rendering the user's actual appearance as a 3D image. For example, based on the user's still image or video image acquired through the user's real-space image sensor (not shown), omnidirectional rendering is performed using inverse kinematics and motion tracking. You can also create an avatar that resembles the actual user.

Figure 12 shows an example of how a virtual lecture is activated within a virtual tutorial world according to the present invention. Each user (U) interacts through various devices, and each avatar is associated with a virtual classroom object based on the interaction with each user (U). By the user's (U) manipulation of various devices, the avatar can freely move within the virtual classroom and communicate with other avatars.

Each virtual classroom is divided into a grid format as shown in FIG. 12, and the server can determine the current location and movement of each avatar through coordinates. Virtual lectures within a virtual classroom can be activated in a variety of ways. FIG. 12 shows that a virtual lecture starts when an instructor avatar is located (or close to) the instructor desk arrangement coordinates on the grid and at least one of the student avatars is located (or close to) the student desk arrangement coordinates. This is just one embodiment, and in other embodiments, various methods may be used, such as activating the virtual lecture immediately at a specific time, or activating the virtual lecture when a request for a virtual lecture is made.

Figure 13 shows an example of a virtual lecture screen held within the virtual tutorial world according to the present invention. Specifically, Figure 13 shows the layout of the screen displayed on the instructor (teacher) user's device.

When a virtual lecture is executed, that is, when a virtual classroom object is activated, the screen shown in FIG. 12 may be switched to the screen shown in FIG. 13. Within a virtual lecture, the real-time images of instructor users and student users may be displayed on the screen. Of course, the avatar may be configured to be displayed on the screen. Within the virtual classroom, instructor users can conduct classes by sharing class materials and curriculum, and two-way communication is possible between users. The lecture screen may have various layouts, and the layout may differ depending on each user's account.

The instructor user can have the authority to view the student user screen, view student user information, leave the student user, and mute the student user's voice. Student users can submit assignments and perform tests within the virtual classroom. Assignments or test answer sheets are submitted through the student user's interaction, and assignment scores or test results are sent to the student user (or parent user) through the instructor user's interaction. ) can be passed on.

At this time, the instructor user can create various class objects for use within the virtual classroom. Figure 14 is a diagram illustrating a method of creating a class object in a virtual tutorial world according to the present invention.

In real space, an instructor's lecture materials can have various extensions. In the virtual tutorial world according to the present invention, lecture materials created in real space are converted into teaching objects that can be used in a virtual classroom. Lecture materials created in real space consist of text data (txt, cap, doc, hwp, rtf, pdf, etc.), audio data (wav, mp3, ogg, aac, wma, mid, etc.), and graphic image data. It can take the form of (gif, jpg, png, bmp, tif, etc.) or video data (mp4, avi, mpeg, wmv rm, mov, divx, etc.). Real-space lecture materials are uploaded into the virtual tutorial world, and the server can convert the uploaded real-space lecture materials as is or into an appropriate form and place them in the virtual classroom. For example, a lesson plan with a pdf extension is converted to fit the format within the platform, and each item in the lesson plan is converted to use the lesson convenience features provided by the platform (e.g., adding a link, a virtual classroom entry button, and samples). video link, etc.) is created as a class object, and then placed in the virtual classroom. As another example, video lecture materials produced by the instructor user are created as class objects and saved as the instructor user's lecture item (can be saved in the instructor user's My Room), or shared among instructor users, so that they can be used in the virtual classroom. You can use lecture items at any time. In this way, class objects converted into a usable form within the virtual tutorial world correspond to works unique to the virtual tutorial wall world. Through this, Virtual Tutorial World will be able to create its own IP through lecture material works. According to the present invention, it is possible to access lecture content through various objects related to the lecture. Additionally, tools for organizing lectures and resources for reference materials can also be created as lecture objects.

Figure 15 is a block diagram showing the configuration of an apparatus for providing a group-type virtual classroom in a virtual tutorial world according to the present invention. As shown in Figure 15, the device for providing a group-type virtual classroom in the virtual tutorial world according to the present invention includes a processor 110, an I/O interface unit 120, a communication unit 130, a management unit 140, and a virtual object. It includes a creation unit 150, an avatar/object association processing unit 160, a storage unit 170, and an NFT minting unit 180.

The processor 110 reads and executes programs stored in memory and controls the overall operation of the virtual classroom object creation device.

The I/O interface unit 120 uses a communication link to allow users to interact within the virtual tutorial world. The user generates an input signal through various devices (e.g., VR gear including HMD, etc.) in real space, and the I/O interface unit 120 receives the corresponding input signal through the communication unit 130. The avatar can perform arbitrary actions within the virtual tutorial world by the input signal received through the I/O interface unit 120.

The communication unit 130 has the function of receiving various signals from the user through a wired communication network or a wireless communication network. A wired communication network may include, but is not limited to, a wired communication network using wired cables such as HDMI (high-definition multimedia interface) and USB (universal serial bus). Wireless communication networks include Z-wave, zigbee, wifi, Bluetooth (ble), LTE-M, LoRa (long range), narrowband Internet of Things (NB-IoT), and infrared communication. It may include short-range wireless communication networks such as (Infrared Data Association, IrDA). In addition, wireless communication networks include wireless LAN (Wireless LAN, WLAN), Wibro (Wireless Broadband, Wibro), Wifi (wireless fidelity), WiMax (world interoperability for microwave access), GSM (global system for mobile communication), or CDMA (code division). 2G mobile communication networks such as (multiple access), 3G mobile communication networks such as WCDMA (wideband code division multiple access) or CDMA2000, 3.5G mobile communication networks such as HSDPA (high speed downlink packet access) or HSUPA (high speed uplink packet access), LTE It may include, but is not limited to, 4G, 5G, and 6G mobile communication networks such as (long term evolution) networks or LTE-Advanced networks.

The management unit 140 may include a virtual tutorial world management unit 141, a user account management unit 142, an avatar management unit 143, an object management unit 144, and a my room management unit 145. Each sub-configuration merely divides the functions of the management unit 140 by management target, and does not necessarily need to be divided into sub-configurations. The virtual tutorial world management unit 141 manages the creation, recording, update, modification, deletion, etc. of the virtual tutorial world. The user account management unit 142 manages user registration, settings, withdrawal, etc. according to the account policy of FIG. 2. The avatar management unit 143 manages the setting, change, and deletion of the avatar corresponding to the account. The object management unit 144 manages each object included in the virtual tutorial world. The My Room management unit 145 manages the creation, setting, modification, and deletion of My Room corresponding to the account for each user.

The virtual object generator 150 creates various objects included in the virtual world. For example, create a virtual curriculum object, virtual lecture material object, virtual classroom object, new virtual classroom object, etc. In another embodiment, it may be integrated into the object management unit 144.

The avatar/object association processing unit 160 associates the avatar with the virtual classroom object based on the interaction with the user. That is, based on the input signal generated by the user's manipulation of the real-space device, the avatar corresponding to the user's account is entered into the virtual classroom object.

The storage unit 170 may include a user account storage unit 171, an object attribute data storage unit 172, and a virtual object storage unit 173. However, this is only a classification of the functions of the storage unit according to the storage object, and may be implemented as a single integrated storage unit. The user account storage unit 171 stores the user account managed in the user account management unit 142, and the object attribute data storage unit 172 stores avatar attribute data managed in the avatar management unit 143 and the My Room management unit 145. Stores the attribute data of My Room managed in ) and the attribute data of various objects managed in the object management unit 144. Additionally, the virtual object storage unit 173 stores various objects in the virtual environment, such as various objects created in the virtual object creation unit 150, curriculum objects, virtual lecture material objects, virtual classroom objects, or new virtual classroom objects.

The NFT minting unit 180 has the function of minting the created virtual classroom object or new virtual classroom object with an NFT (Non-Fungible Token). In other words, value is created by giving non-replaceable unique asset information to virtual classroom objects or new virtual classroom objects corresponding to digital content using blockchain technology.

In the above description, the configuration of the device for providing a group-type virtual classroom in the virtual tutorial world according to the present invention was divided into blocks for each function, but in other embodiments, all or part of the configuration is integrated into a single processor or a single controller. It could be. Hereinafter, a detailed description will be given focusing on the operation of each component constituting the device for providing a group-type virtual classroom in the virtual tutorial world according to the present invention.

The object attribute data storage unit 172 is used to create a group-type virtual classroom object including the main virtual classroom and the first to Nth sub-virtual classrooms (N is a natural number of 2 or more) within the virtual tutorial world. Stores virtual classroom object attribute data.

In addition, the object attribute data storage unit 172 generates first avatar attribute data of a first avatar of a first user with first authority and a second avatar of a second user with second authority. Store the second avatar attribute data to do this.

The virtual object creation unit 150 creates one or more virtual classroom objects in the virtual tutorial world based on the virtual classroom object attribute data stored in the object attribute data storage unit 172.

Additionally, the virtual object generator 150 creates first and second avatars based on the first and second avatar attribute data.

The avatar/object association processing unit 160 associates a first avatar with the group-type virtual classroom object based on the interaction with the first user, and associates the second avatar with the group based on the interaction with the second user. Associates it with the type virtual classroom object. As a result, the first and second users can operate avatars within the virtual classroom object by operating various devices, and virtual lectures are held within the virtual classroom.

Here, the first user is an instructor (teacher, teacher, etc.) who provides a lecture within the virtual tutorial world, and the first interaction may include the instructor's real-space lecture behavior. Correspondingly, the second user is a student (or his/her parent) who receives a lecture within the virtual tutorial world, and the second interaction may include the student's real-time course taking behavior. In another embodiment, the first and second users may be speakers and attendees at seminars, conferences, etc., doctors and patients in telemedicine, meeting attendees in video conferences, and interviewers and interviewees in video interviews. This may apply, etc. Therefore, a virtual classroom can be interpreted to include a virtual conference room, seminar room, lecture hall, conference room, interview room, etc.

At this time, interaction between the first user or the second user may occur between the first or second user and various devices in real space. As mentioned above, interactions include the user's manipulation behavior on various devices, input behavior, output behavior of various devices to the user, display behavior, signal transmission and reception of the server (device) to various devices, and server (device) response to various devices. It is interpreted to include the transmission and reception of signals from devices, etc., and is the basis for all activities performed through an avatar within the virtual tutorial world.

At this time, the device may be any of the various electronic communication devices mentioned above. In addition, the device may be a metaverse device mainly used in the metaverse, and the metaverse device may be VR (Virtual Reality) gear, AR (Augmented Reality) gear, MR (Mixed Reality) gear, or XR (eXtended Reality) gear. It may be possible, but it is not limited to this.

At this time, the avatar/object association processing unit 160, based on the interaction with at least one of the first user and the second user, enters any one of the virtual classrooms included in the group-type virtual classroom object. The second avatar can be moved to another virtual classroom.

At this time, the group-type virtual classroom object includes a main virtual classroom and first to Nth sub-virtual classrooms, the main virtual classroom and sub-virtual classrooms are related to each other, and a plurality of sub-virtual classrooms may be related to each other. Here, the meaning that the virtual classrooms are related includes at least one common attribute among affiliated campus, affiliated building, course subject, instructor, class time, course region, country, language used, user age, and user affiliation within the virtual tutorial world. It means to do.

Figure 16 shows common properties of a group-type virtual classroom within the virtual tutorial world according to the present invention.

As shown in Figure 16, virtual classrooms 1 to 4 are related to group-type virtual classrooms, and the group-type virtual classroom includes country of use (KR), language of use (Korean), teaching area (Seoul), and user affiliation (A). It may have at least one common attribute among language school), user age (5th grade), virtual tutorial world 1, campus B, building d, subject, and instructor.

At this time, the movement of the second avatar to another virtual classroom by the avatar/object association processing unit 160 may be set to occur only within a group-type virtual classroom with common attributes. However, when the first to nth group-type virtual classrooms are set, movement and summoning between group-type virtual classrooms may be possible. In that case, the first authority of the first user may be set to allow movement between group-type virtual classrooms and even summoning.

Figure 17 is a diagram for explaining a method of entering a group-type virtual classroom within the virtual tutorial world according to the present invention.

The avatar/object association processing unit 160 may associate the first and second avatars with the main virtual classroom of the group-type virtual classroom object based on the interaction with the first user and the second user (① in FIG. 17 In the case of). First, the avatar enters the main virtual classroom and then can enter any one of the first to Nth classrooms within the main virtual classroom.

In contrast, the avatar/object association processing unit 160 may associate the first and second avatars with a predetermined sub-virtual classroom among the group-type virtual classroom objects based on the interaction with the first user and the second user. (In case ② of Figure 17). In this case, the attribute data of the second avatar includes the attributes of the lecture taken, and after determining the attributes of the lecture taken by the second avatar, the second avatar is directly associated with the sub-classroom corresponding to the lecture taken. In that case, you can directly enter the sub-virtual classroom and listen to the lecture without having to go through the main virtual classroom.

Figure 18 is a conceptual diagram of a group-type virtual classroom within the virtual tutorial world according to the present invention.

As shown in FIG. 18, the main virtual classroom (MAIN) is a space where access is allowed to both the first avatar and the second avatar, and the lecture material objects, curriculum objects, etc. included in the main virtual classroom (MAIN) are the first avatar and the second avatar. Both the avatar and the second avatar can view it. On the other hand, a plurality of sub virtual classrooms (SUB1 to 3) are virtual spaces that allow communication between users through at least one of voice, video, and chat through interaction with the first user and interaction with the second user. Within the virtual classroom, each user can perform lecture and course activities while viewing the screen illustrated in FIG. 13.

Meanwhile, the avatar/object association processing unit 160 receives a movement request signal for the second avatar based on the interaction with the first user, and determines that the first user's first authority is the movement authority for the second avatar. After determining whether it includes the second avatar, the second avatar can be moved to the other virtual classroom. This is useful when the second user is moved to another virtual classroom based on the judgment of the first user, who is an instructor.

In contrast, the avatar/object association processing unit 160 receives a movement request signal of the second avatar based on the interaction with the second user, and the second user's second authority is granted to the other virtual classroom. After determining whether it includes the right to enter, the second avatar can be moved to the other virtual classroom. This is useful when the second user, who is a student, wants to move to another virtual classroom at the request of the second user.

At this time, the avatar/object association processing unit 160 determines the number of avatars included in another virtual classroom, and then transfers the second avatar to the other virtual classroom only when the number of avatars is less than the preset capacity. It can be moved.

Figure 19 is a flowchart showing a method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.

First, prepare virtual classroom object attribute data to create a group-type virtual classroom object including the main virtual classroom and the first to Nth sub-virtual classrooms (N is a natural number of 2 or more) within the Virtual Tutorial World. Do it (S201). Thereafter, based on the virtual classroom object attribute data, the group-type virtual classroom object is created within the virtual tutorial world (S202).

Then, prepare avatar attribute data for the first avatar of the first user with first authority and the second avatar of the second user with second authority (S211), and prepare the first and second avatars. Create (S212).

Thereafter, the first avatar and the second avatar created based on the avatar attribute data are associated with the group-type virtual classroom object (S220).

Finally, the second avatar entered into one virtual classroom included in the group-type virtual classroom object is moved to another virtual classroom (S230).

Figure 20 is a diagram showing a method of moving an avatar according to a first embodiment in the method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.

First, based on the interaction with the first user, the first avatar is associated with the group-type virtual classroom object, which is expressed as the first avatar's position with respect to the first classroom (S300). Thereafter, based on the interaction with the second user, the second avatar is associated with the group-type virtual classroom object, which is expressed as the second avatar's position with respect to the first classroom (S310).

At this time, if there is a need to move the second avatar to another classroom (e.g., recommendation of another lecture, need for supplementary classes, provision of supplementary materials, etc.), the first user may request movement of the second avatar (S320) . The server determines the first authority of the first user (S330), and if the first user includes the authority to move the second avatar, it can generate a signal to move the second avatar to another virtual classroom. (S340). Based on the signal, the second avatar moves to the second virtual classroom (S350).

In summary, the avatar movement method according to the first embodiment includes the steps of receiving a movement request signal of the second avatar based on the interaction with the first user, and the first authority of the first user is granted to the second avatar. It includes determining whether movement rights are included for , and moving the second avatar to the other virtual classroom.

Figure 21 is a diagram showing a method of moving an avatar according to a second embodiment of the method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.

First, based on the interaction with the first user, the first avatar is associated with the group-type virtual classroom object, which is expressed as the first avatar's position with respect to the first classroom (S400). Thereafter, based on the interaction with the second user, the second avatar is associated with the group-type virtual classroom object, which is expressed as the second avatar's stance toward the second classroom (S410).

At this time, if there is a need to summon a second avatar who entered another classroom to the current classroom, the first user can request the summoning of the second avatar (S420). The server determines the first authority of the first user (S430), and if the first user includes the authority to summon the second avatar, summons the second avatar from the second virtual classroom to the first virtual classroom. A signal can be generated (S440). Based on the signal, the second avatar is summoned to the first virtual classroom (S450).

In summary, the avatar movement method according to the second embodiment includes the steps of receiving a summon request signal for the second avatar based on the interaction with the first user, and the first authority of the first user is granted to the second avatar. It includes a step of determining whether summoning authority is included, and a step of summoning the second avatar to a virtual classroom where the first avatar is located.

Figure 22 is a diagram showing a method of moving an avatar according to a third embodiment of the method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.

First, based on the interaction with the first user, the first avatar is associated with the group-type virtual classroom object, which is expressed as the position of the first avatar with respect to the first classroom (S500). Thereafter, based on the interaction with the second user, the second avatar is associated with the group-type virtual classroom object, which is expressed as the second avatar's position with respect to the first classroom (S510).

At this time, if the second user needs to move to another classroom (e.g., error in classroom entry, need for another lecture, need for supplementary class, need for supplementary materials, etc.), the second user may request to move his or her second avatar. (S520). At this time, the second user's second authority is determined (S530), and if the second user includes the right to move or enter the second virtual classroom, a signal is generated to move the second avatar to the second virtual classroom. You can do it (S540). Based on the signal, the second avatar moves from the first virtual classroom to the second virtual classroom (S550).

In summary, the avatar movement method according to the third embodiment includes the steps of receiving a movement request signal of the second avatar based on interaction with a second user, and the second permission of the second user is determined by the other one. It includes determining whether the user has access rights to the virtual classroom, and moving the second avatar to the other virtual classroom.

In the first to third embodiments, the main virtual classroom and the first to Nth sub-virtual classrooms (N is a natural number of 2 or more) include affiliated campuses, affiliated buildings, lecture subjects, instructors, lecture times, and lectures in the virtual tutorial world. Contains at least one common attribute among region, country, language, user age, and user affiliation. Additionally, when the first and second users log in, that is, when the first and second avatars first enter, the first and second avatars may be associated with the main virtual classroom of the group-type virtual classroom object. And, when the second user logs in, the second avatar is directly associated with one of the first to Nth sub-virtual classrooms (a virtual classroom corresponding to the course) based on the lecture attributes of the second avatar. It is also possible. At this time, the main virtual classroom is a virtual space containing objects (lecture material objects, curriculum objects, etc.) to which all avatars are permitted to access, while the sub-virtual classroom is a virtual space that contains audio and video content through interactions with the first and second users. , It may be a virtual space that allows communication between users through at least one of chat.

Figure 23 is a flowchart showing a method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention.

First, when the movement of the second avatar from the first virtual classroom to the second virtual classroom in the group-type virtual classroom is requested based on the interaction with the first user and/or the second user (S610), the second virtual classroom The capacity can be determined (S620).

If the number of avatars registered in the second virtual classroom is less than the capacity (S630-YES), the second avatar is moved to the second virtual classroom (S640). On the other hand, if the number of avatars registered in the second virtual classroom is more than the capacity (S660-NO), the second avatar cannot be moved to the second virtual classroom, and a notification of movement disallowance is sent to the second user (S650).

In the above description, only the entry, movement, and summoning of one avatar has been described, but the same cannot be applied to the entry, movement, and summoning of grouped avatars rather than one avatar. That is, in the virtual tutorial world according to the present invention, the teacher user can have great authority, such as moving, summoning, or expelling one or more avatars in the virtual classroom. Grouped avatars may have at least one common attribute, such as affiliated campus within the virtual tutorial world, affiliated building, course subject, instructor, course time, course region, country, language used, user age, and user affiliation.

Specifically, based on the interaction with the first user, the first avatar is associated with the group-type virtual classroom object, which is expressed as the first avatar's position with respect to the first classroom. Thereafter, based on the interaction with the second user, a plurality of second avatars are associated with the group-type virtual classroom object, which is expressed as the position of the second avatar with respect to the first classroom. The plurality of second avatars may have at least one common attribute, such as affiliated campus within the virtual tutorial world, affiliated building, lecture subject, instructor, lecture time, lecture area, country, language used, user age, and user affiliation.

In one embodiment, a first avatar is associated with a grouped virtual classroom object based on the interaction with the first user, which is represented by the first avatar's entrance to the first classroom. Thereafter, the second avatar grouped based on the interaction with the plurality of second users is associated with the group-type virtual classroom object, which is expressed as the position of the second avatar with respect to the first classroom.

At this time, if there is a need to move the grouped second avatar to another classroom (e.g., recommendation of another lecture, need for supplementary classes, provision of supplementary materials, etc.), the first user may request movement of the grouped second avatar. there is. The server determines the first authority of the first user, and if the first user includes the authority to move the grouped second avatar, it may generate a signal to move the second avatar to another virtual classroom. Based on the signal, the grouped second avatar moves to the second virtual classroom.

In summary, receiving a movement request signal of a grouped second avatar based on the interaction with the first user, determining whether the first authority of the first user includes movement authority for the grouped second avatar It may include the step of moving the grouped second avatar to the other virtual classroom.

In another embodiment, a first avatar is associated with a grouped virtual classroom object based on the interaction with the first user, which is represented by the first avatar's entrance to the first classroom. Thereafter, a plurality of second avatars grouped based on interactions with a plurality of second users are associated with the group-type virtual classroom object, which is expressed as the position of the second avatar with respect to the second classroom.

At this time, if it becomes necessary to summon a grouped second avatar that has entered another classroom to the current classroom, the first user may request to summon all of the grouped second avatars. The server determines the first authority of the first user (S430), and if the first user includes the right to summon the second avatar, all of the grouped second avatars in the second virtual classroom are sent to the first virtual classroom. You can generate a signal to summon. Based on the signal, the grouped second avatar is summoned to the first virtual classroom.

In summary, the avatar movement method according to the second embodiment includes the steps of receiving a summon request signal for a plurality of grouped second avatars based on interaction with a first user, the first user's first authority being It includes determining whether summoning authority for the grouped second avatar is included, and summoning the grouped second avatar to a virtual classroom where the first avatar is located.

Meanwhile, in the same manner as described above, the teacher user can move and summon the virtual classroom object itself. Accordingly, the teacher user's avatar and one or more student user's avatar(s) can experience the current virtual classroom being instantly replaced by another (summoned) virtual classroom.

In one embodiment, a first avatar is associated with a grouped virtual classroom object based on the interaction with the first user, which is represented by the first avatar's entrance to the first classroom. Thereafter, the second avatar grouped based on the interaction with the plurality of second users is associated with the group-type virtual classroom object, which is expressed as the position of the second avatar with respect to the first classroom.

At this time, if there is a need to replace the virtual classroom object, the first user may request movement, change, or summoning of the virtual classroom object. The server determines the first authority of the first user, and if the first user includes the authority to change, move, or summon the virtual classroom object, generates a signal to move the current virtual classroom object to another virtual classroom. can do. Based on the signal, the virtual classroom object is moved, replaced, or summoned to another virtual classroom.

In summary, based on the interaction with the first user, receiving a signal requesting movement, replacement, or summoning of a virtual classroom object, the first authority of the first user is the movement, replacement, or summoning authority for the virtual classroom object. It may include a step of determining whether the current virtual classroom object is included, and a step of moving, replacing, or summoning the current virtual classroom object with the other virtual classroom object.

In addition, although the movement and summoning of avatars was explained above, various objects necessary for lectures, such as virtual curriculum objects, virtual lecture material objects, and lecture tool objects, can also be moved and summoned in the same way.

In one embodiment, a first avatar is associated with a grouped virtual classroom object based on the interaction with the first user, which is represented by the first avatar's entrance to the first classroom. Thereafter, the second avatar grouped based on the interaction with the plurality of second users is associated with the group-type virtual classroom object, which is expressed as the position of the second avatar with respect to the first classroom.

At this time, if there is a need to move, replace, or summon a virtual object (virtual lecture materials, virtual curriculum, virtual lecture tools, etc.), the first user can use the virtual object (virtual lecture materials, virtual curriculum, virtual lecture tools, etc.) You can request movement, change, or summoning. The server determines the first authority of the first user, and if the first user includes the authority to change, move, or summon virtual objects (virtual lecture materials, virtual curriculum, virtual lecture tools, etc.), the current virtual classroom A signal can be generated to change, move, or summon virtual objects (virtual lecture materials, virtual curriculum, virtual lecture tools, etc.) included in to other virtual objects (virtual lecture materials, virtual curriculum, virtual lecture tools, etc.). Based on the signal, virtual objects (virtual lecture materials, virtual curriculum, virtual lecture tools, etc.) currently included in the virtual classroom are moved, replaced, or summoned as virtual objects (virtual lecture materials, virtual curriculum, virtual lecture tools, etc.) .

In summary, receiving a signal requesting movement, replacement, or summoning of a virtual object (virtual lecture material, virtual curriculum, virtual lecture tool, etc.) based on the interaction with the first user, the first authority of the first user A step of determining whether the virtual object (virtual lecture material, virtual curriculum, virtual lecture tool, etc.) includes the right to move, replace, or summon the virtual object (virtual lecture material, virtual curriculum, virtual lecture, etc.) included in the current virtual classroom. tools, etc.) to another virtual classroom, or moving one of the virtual objects (virtual lecture materials, virtual curriculum, virtual lecture tools, etc.) currently included in the virtual classroom to another virtual object (virtual lecture materials, virtual curriculum, etc.) , virtual lecture tools, etc.), or you can summon one of the virtual objects (virtual lecture materials, virtual curriculum, virtual lecture tools, etc.) included in another virtual classroom to the current virtual classroom.

Meanwhile, in the virtual tutorial world of the present invention, a virtual classroom object can also be created. This includes preparing virtual classroom object attribute data to create one or more virtual classroom objects in a virtual tutorial world, a first user with first authority in the virtual tutorial world ( preparing first and second avatar attribute data for creating a first avatar of a user and a second avatar of a second user with second authority, based on the virtual classroom object attribute data, Creating one or more virtual classroom objects within a tutorial world, creating first and second avatars within the virtual tutorial world based on avatar attribute data, and creating the first avatar based on interaction with a first user. Associating with a virtual classroom object and associating a second avatar with the virtual classroom object based on an interaction with a second user. Thereafter, based on the manipulation of the first and second avatars by the first and second users, lectures and course taking actions are performed within the virtual classroom, and based on the first interaction with the first user associated with the virtual classroom object, Create a first virtual object in the virtual tutorial world corresponding to a first interaction, and based on a second interaction with a second user associated with a virtual classroom object, create a first virtual object in the virtual tutorial world corresponding to a second interaction. 2 Virtual objects can be created. In addition, the first virtual object and the second virtual object are recorded in association with information on the time when at least one of the first virtual object and the second virtual object was created. Finally, a new virtual classroom object is created and stored based on at least one of the recorded time information, the virtual classroom object, the first virtual object, and the second virtual object. The new virtual classroom object includes all virtual objects existing in the virtual classroom and lecture/taking actions between the first and second times when the virtual lecture took place. Accordingly, it is possible to access spaces, objects, lectures, etc. recorded between the first and second viewpoints, regardless of the point in time at which the new virtual classroom object is activated.

When a new virtual lecture object is created, the third avatar can be later associated with the new virtual classroom object based on interaction with a third user, and lectures and attendance in the virtual classroom can be performed. Again, based on the third interaction with the third user associated with the new virtual classroom object, a third virtual object in the virtual tutorial world corresponding to the third interaction is created, and information on the time when the third virtual object was created and After recording the third virtual object in association, a second new virtual classroom object can be created and stored again based on at least one of the time information of the third virtual object, the new virtual classroom object, and the third virtual object. In this case, the first user, who is an instructor, may be called and lectures and classes may be resumed within the virtual classroom. That is, the third user connects to the new virtual classroom object, and when the third user requests a call from the first user, the first avatar of the first user is re-associated with the new virtual classroom object, and the first and third users A third virtual object is created based on a third interaction with a third user associated with the new virtual classroom object, and based on its time information, etc., the second new virtual classroom object mentioned above is generated. is created and saved.

Meanwhile, the virtual object storage unit 173 stores new virtual classroom objects and second to nth new virtual classroom objects that are content to be minted as NFT. The NFT minting unit 180 uses the communication unit 130 to connect to various platforms to perform NFT minting. At this time, the account accessing various platforms may have ownership of the NFT attributed to an account set by an administrator or an account entered by a user. Therefore, the access account of the platform for NFT minting can be appropriately set according to the ownership attribution policy for new virtual classroom objects. If the ownership is assigned to one of the users, a step of receiving account information for accessing each platform (at least one of leisure/minting/listing platforms) from the user may be further included. Minting an object includes the steps of connecting to the ledger platform and linking the digital ledger of a specific account. Blockchain uses a distributed ledger and performs peer-to-peer transactions through individual connections between servers. Leisure platforms such as Metamask™ or Kaikas™ may use virtual currencies such as Ethereum or Klaytn as transaction tokens, but are not limited to this, and are not limited to this, and are not limited to group-type virtual currency in the virtual tutorial world according to the present invention. The virtual currency set on the platform that provides the classroom provision method can be used as a transaction token. Afterwards, the step of opening a minting platform such as Opensea™ or Crafter Space™, using virtual currency to create a virtual object, a new virtual classroom object, or a second new virtual classroom object. It may include the step of minting as a Non-Fungible Token (NFT). If you wish to trade a minted NFT, you may further include the step of accessing a listing platform such as Opensea™.

The method of providing a group-type virtual classroom in a virtual tutorial world according to the present invention may be implemented in the form of program instructions that can be executed through various computer means and recorded on a computer-readable medium. A computer-readable recording medium may include program instructions, data files, data structures, etc., singly or in combination. Program instructions recorded on the medium may be specially designed and constructed for the present invention or may be known and usable by those skilled in the art of computer software. Examples of computer-readable recording media include magnetic media such as hard disks, floppy disks, and magnetic tapes, optical media such as CD-ROMs and DVDs, and magnetic media such as floptical disks. -Includes optical media (magneto-optical media) and hardware devices specifically configured to store and execute program instructions, such as ROM, RAM, flash memory, etc. Examples of program instructions include machine language code, such as that produced by a compiler, as well as high-level language code that can be executed by a computer using an interpreter, etc. The hardware devices described above may be configured to operate as one or more software modules to perform the operations of the present invention, and vice versa.

In addition, although the above description has been made focusing on the examples, this is only an example and does not limit the present invention, and those skilled in the art will understand the above examples without departing from the essential characteristics of the present embodiment. You will be able to see that various modifications and applications are possible. For example, each component specifically shown in the examples can be modified and implemented. And these variations and differences in application should be construed as being included in the scope of the present invention as defined in the appended claims.

100: Device for providing group virtual classrooms
110: processor
120: I/O interface unit
130: Department of Communications
140: Management Department
150: Virtual object creation unit
160: Avatar/object relationship processing unit
170: storage unit
180: Minting Department

Claims (18)

Preparing virtual classroom object attribute data to create a group-type virtual classroom object including the main virtual classroom and the first to Nth sub-virtual classrooms (N is a natural number of 2 or more) within the Virtual Tutorial World. ;
generating the group-type virtual classroom object within the virtual tutorial world based on the virtual classroom object attribute data;
preparing avatar attribute data for a first avatar of a first user with first authority and a second avatar of a second user with second authority;
associating the first avatar and the second avatar created based on the avatar attribute data with the group-type virtual classroom object; and
A method of providing a group-type virtual classroom in a virtual tutorial world, comprising: moving the second avatar entered into one virtual classroom included in the group-type virtual classroom object to another virtual classroom. According to paragraph 1,
The moving step is,
Receiving a movement request signal of the second avatar based on the interaction with the first user;
determining whether the first authority of the first user includes movement authority for the second avatar; and
A method of providing a group-type virtual classroom in a virtual tutorial world, comprising: moving the second avatar to the other virtual classroom. According to paragraph 1,
The moving step is,
Receiving a movement request signal of the second avatar based on the interaction with the second user;
determining whether the second permission of the second user includes permission to enter the other virtual classroom; and
A method of providing a group-type virtual classroom in a virtual tutorial world, comprising: moving the second avatar to the other virtual classroom. According to paragraph 1,
The main virtual classroom and the first to Nth sub-virtual classrooms (N is a natural number of 2 or more) are affiliated campuses, affiliated buildings, lecture subjects, instructors, lecture hours, lecture areas, countries, languages, and users within the virtual tutorial world. A method of providing a group-type virtual classroom in a virtual tutorial world, including at least one common attribute of age and user affiliation. According to paragraph 1,
The linking step is,
A method of providing a group-type virtual classroom in a virtual tutorial world, wherein when the first and second users log in, the first avatar and the second avatar are associated with the main virtual classroom of the group-type virtual classroom object. According to paragraph 1,
The avatar attribute data includes lecture attributes,
The associating step includes, when the second user logs in, associating the second avatar with any one of the first to Nth sub-virtual classrooms based on lecture attributes of the second avatar. How to provide a group virtual classroom in Virtual Tutorial World. According to paragraph 1,
The moving step is,
determining the number of avatars included in the other virtual classroom; and
A method of providing a group-type virtual classroom in a virtual tutorial world, comprising: moving the second avatar to the other virtual classroom only when the number of avatars is less than a preset capacity. According to paragraph 1,
The sub-virtual classroom is a group type in the virtual tutorial world, which is a virtual space that allows communication between users through at least one of voice, video, and chat through interaction with the first user and interaction with the second user. How to deliver a virtual classroom. According to paragraph 1,
The method of providing a group-type virtual classroom in a virtual tutorial world, wherein the main virtual classroom includes one or more lecture material objects to which both the first avatar and the second avatar are permitted to access. Includes an object attribute data storage unit, a virtual object creation unit, and an avatar/object relationship processing unit,
The object attribute data storage unit,
In the Virtual Tutorial World, virtual classroom object attribute data for creating a group-type virtual classroom object including a main virtual classroom and first to Nth sub-virtual classrooms (N is a natural number of 2 or more), and a first Store avatar attribute data for a first avatar of a first user with authority and a second avatar of a second user with second authority,
The virtual object creation unit,
Based on the virtual classroom object attribute data, the group-type virtual classroom object is created in the virtual tutorial world, and the first avatar and the second avatar are generated based on the avatar attribute data,
The avatar/object association processing unit,
Associating the first avatar and the second avatar with the group-type virtual classroom object, and based on interaction with at least one of the first user and the second user, any one included in the group-type virtual classroom object A device for providing a group-type virtual classroom in a virtual tutorial world, which moves the second avatar entered into the virtual classroom to another virtual classroom. According to clause 10,
The avatar/object association processing unit,
Based on the interaction with the first user, a movement request signal of the second avatar is received, and after determining whether the first authority of the first user includes movement authority for the second avatar, the second avatar A group-type virtual classroom providing device in a virtual tutorial world that moves an avatar to the other virtual classroom. According to clause 10,
The avatar/object association processing unit,
Based on the interaction with the second user, a movement request signal from the second avatar is received, and it is determined whether the second right of the second user includes the right to enter the other virtual classroom, and then A group-type virtual classroom providing device in a virtual tutorial world that moves a second avatar to the other virtual classroom. According to clause 10,
The main virtual classroom and the first to Nth sub-virtual classrooms (N is a natural number of 2 or more) are affiliated campuses, affiliated buildings, lecture subjects, instructors, lecture hours, lecture areas, countries, languages, and users within the virtual tutorial world. A device for providing a group-type virtual classroom in a virtual tutorial world, including at least one common attribute of age and user affiliation. According to clause 10,
The avatar/object association processing unit,
An apparatus for providing a group-type virtual classroom in a virtual tutorial world, wherein when the first and second users log in, the first avatar and the second avatar are associated with the main virtual classroom of the group-type virtual classroom object. According to clause 10,
The avatar attribute data includes lecture attributes,
The avatar/object association processing unit,
When the second user logs in, a group in the virtual tutorial world that associates the second avatar with one of the first to Nth sub-virtual classrooms based on the lecture attributes of the second avatar. type virtual classroom delivery device. According to clause 10,
The avatar/object association processing unit,
A group type in a virtual tutorial world that determines the number of avatars included in the other virtual classroom and then moves the second avatar to the other virtual classroom only when the number of avatars is less than a preset capacity. Virtual classroom delivery device. According to clause 10,
The sub-virtual classroom is a group type in the virtual tutorial world, which is a virtual space that allows communication between users through at least one of voice, video, and chat through interaction with the first user and interaction with the second user. Virtual classroom delivery device. According to clause 10,
The main virtual classroom includes one or more lecture material objects to which both the first avatar and the second avatar are permitted to access.

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