The damage to structures during an earthquake can be varied depending on the frequency characteristics of seismic waves and the geological properties of the ground. Therefore, considering such attributes in the design ground motions is crucial. The Korean seismic design standard (KDS 17 10 00) provides design response spectra for various ground classifications. If required for time-domain analysis, ground motion time series can be either selected and adjusted from motions recorded at rock sites in intraplate regions or artificially synthesized. Ground motion time series at soil sites should be obtained from site response analysis. However, in practice, selecting suitable ground motion records is challenging due to the overall lack of large earthquakes in intraplate regions, and artificially synthesized time series often leads to unrealistic responses of structures. As an alternative approach, this study provides a case study of generating ground motion time series based on the hybrid broadband ground motion simulation of selected scenario earthquakes at sites in the Nakdonggang delta region. This research is significant as it provides a novel method for generating ground motion time series that can be used in seismic design and response analysis. For large-magnitude earthquake scenarios close to the epicenter, the simulated response spectra surpassed the 1000-year design response spectra in some specific frequency ranges. Subsequently, the acceleration time series at each location were used as input motions to perform nonlinear 1D site response analysis through the PySeismoSoil Package to account for the site response characteristics at each location. The results of the study revealed a tendency to amplify ground motion in the mid to long-period range in most places within the study area. Additionally, significant amplification in the short-period range was observed in some locations characterized by a thin soil layer and relatively high shear wave velocity soil near the upper bedrock.

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

This study aimed to explore nursing students' experience of learning cardiopulmonary resuscitation (CPR) in a web-based virtual simulation (vSim) through analysis of the reflection journals. Method: From June to July 2020, data were collected from 48 fourth-year nursing students who performed the simulation by reviewing prompt feedback on their CPR performance. The contents of the reflection journals were analyzed using NVivo qualitative data analysis software. Results: Nursing students experienced unfamiliarity with the English-based virtual environment as well as psychological pressure and anxiety about emergencies. Incorrect interventions were identified in the following order of frequency: violation of defibrillator guidelines, missing fundamental nursing care, error in applying an electrocardiogram monitor, inadequate initial response to cardiac arrest, insufficient chest compression, and inadequate ventilation. Lastly, the participants learned the importance of embodied knowledge, for knowing and acting accurately and reacting immediately, and their attitudes as nurses, such as responsibility, calmness, and attentiveness. Learning strategies included memory retention through repetition, real-time feedback analysis, pre-learning, and imagining action sequences in advance. The level of achievement, time required, CPR quality, and confidence improved with behavior-modification strategies developed through self-reflection. Conclusion: Educational interventions that are based on understanding accurate algorithms can strengthen selfawareness of mistakes to improve efficient imparting of CPR education.

Purpose: This study aimed to examine the learning immersion, learning satisfactory, and learning confidence differences after virtual and then laboratory simulations. Methods: A two-group cross-over design was used, and the participants included 148 senior nursing students (74 teams). The treatments had virtual and then laboratory simulations. The data were analyzed using independent t-test, repeated measures ANCOVA and Chronbach’s αcoefficient using the SPSS/ WIN 21.0 program. Results: Nursing students who experienced laboratory simulation after virtual simulation were different totally or partially with nursing students who experienced virtual simulation first in learning immersion, learning satisfaction and, learning confidence. Conclusion: Effects based on order of simulation were different. To increase learning immersion, laboratory simulation was done before virtual simulation. Learning satisfaction and learning confidence, it were not affected by order of simulation type but by number. Repeated studies require clearly investigating the effects based on order of simulation type.

Purpose: This study aimed to explore the meaning of simulation practice after experiencing virtual simulation for nursing students with clinical practice experience. We attempted to determine a nursing simulation strategy as an alternative to the clinical practice in the COVID-19 pandemic. Methods: The participants were seven nursing students who experienced clinical practice and completed alternative virtual simulation practice in the COVID-19 pandemic. The data were collected through in-depth interviews and analysed using the phenomenological methodology. The key question was “what is the meaning and nature of child health nursing practice using virtual simulation in the COVID-19 pandemic?” Results: The significant statements were categorized into 14 themes, 7 theme clusters, and 2 categories. The categories extracted were “a sense of difference between virtual and reality” and “experience systematic learning transfer.” Conclusion: Practical education through nursing simulation is important for students to experience a systematic and efficient learning. Additionally, simulation educators should produce various efforts to help students achieve the learning outcomes, such as scenarios, class environments, and instructor preparation, to reduce their sense of separation from practice.

본 연구는 가상 시뮬레이션기반 노인간호 실습교육 실시 후 간호대학생의 몰입경험과 학습역량 이 학습만족도에 미치는 영향을 파악하기 위한 조사연구이다. 연구 대상자는 간호대학 학생 72명을 대상으 로 하였고, 자료수집은 2021년 4월 2일부터 5월 7일까지 온라인 설문을 통해 수행하였다. 자료분석은 SPSS/WIN 24.0을 이용하여 기술통계, 상관관계 및 다중회귀분석을 사용하였다. 연구결과, 가상 시뮬레이 션 교육 후 간호대학생의 학습만족도는 몰입경험(r=.656, p<.001), 학습역량(r=.672, p<.001)과 유의한 정 적 상관관계를 보였다. 학습만족도에 가장 영향력이 있는 요인은 학습역량(β=.459, p<.001), 몰입경험(β =.413, p<.001)으로 나타났으며 모형의 설명력은 60.9%이었다. 그러므로 가상 시뮬레이션 교육 후 학습만 족도를 향상시키기 위해서 실습에 대한 몰입을 촉진하고 개개인의 학습역량을 향상시킬 수 있는 방안들을 개발할 것을 제언한다.

PURPOSES : This study aimed to develop data conversion of NGII HD maps to OpenDRIVE format for virtual road implementation for autonomous-driving verification. METHODS : A method of defining the reference line of OpenDRIVE on the centerline of an NGII HD map is proposed. According to the construction characteristics of the NGII HD map, the optimal conversion method through parametric cubic polynomials was used in the form of piecewise and clamped cubic polynomials. RESULTS : The study focused on curved roads that may cause problems when converting HD map data into OpenDRIVE formats. As a result of data conversion, a reference line was defined to precisely follow the alignment of NGII HD maps drawn based on MMS data, and a lively virtual road was reproduced through road lane width and lane expression. CONCLUSIONS : A virtual road in the same environment as a real road, which is one of the important factors in verifying autonomous driving technology through virtual driving simulation, was constructed. The piecewise-polynomial normal was 0.008 m on average, and as a result of calculating the distance between the endpoint coordinates of the road object and the endpoint coordinates of the converted road object on the NGII HD map, the difference between the two points was 0.163 m on average. The clamped cubic polynomials normal was observed to be an average of 0.170 m.

Purpose: This study aims to describe the experience of nursing students who used a virtual simulation program for their nursing practicum. Method: Structured debriefing papers were collected from 65 senior nursing students using a convenient sampling method for this qualitative study. Conventional content analysis method was used for data analysis. Results: The study’s findings derived three theme clusters. The theme clusters were “satisfied by leading role in nursing practice and repetitive training,” “gained nursing responsibility and confidence in applying the learning into clinical practice,” and “recognized the limitations of customized nursing care.” Conclusion: The results of this study provided insight into nursing students' virtual simulation-based practical training experiences in the context of the Coronavirus disease-19 (COVID-19) pandemic.

Purpose: This study was conducted to explore Virtual Reality (VR) utilization strategies in scenario-based nursing simulation training. Method: This was an integrative review for the identification of scenario-based VR simulation training applied to nursing undergraduates. The existing literature was searched in electronic databases using RISS, PubMed, and Pro-Quest and the key words were “Scenario based,” “Simulation,” “Virtual reality,” “Virtual training,” and “Nursing.” Finally, five studies were analyzed. Results: All the studies were conducted from 2016 to 2019. One RCT, two quasi-experimental studies, and two mixed method studies were identified. The topics of the scenarios were all different; acute myocardial infarction, management of respiratory system disease with hypoxia, postoperative nursing with appendicitis, teamwork and communication in outpatient and emergency situations, and disaster situation training . The outcome variables that were significant statistically were performance, self-confidence, and learning satisfaction. Conclusion: The findings suggest that virtual simulation in nursing education can potentially improve knowledge, performance, and learning confidence and can increase satisfaction with learning experience among nursing undergraduates. Multidisciplinary cooperation and investment are needed to develop diverse content applying VR in nursing simulation education. The review of the side effects also needs to be performed.

Purpose: The purpose of this study was to explore the use of virtual simulations to improve knowledge, performance, self-efficacy, satisfaction and confidence of nursing students. Method: This study used a quasi-experimental design with 34 nursing students in one university. All the participants were forth grade students and received education on topics related to medical-surgical nursing. The experimental group participated in virtual and high-fidelity simulations. The control group participated in high-fidelity simulation. Collected data were analyzed using Chi-square, t-test and independent t-test using the WIN SPSS 23.0 program. Results: The experimental group who had participated in the virtual simulation education indicated significantly higher performance scores (t=-6.166, p=<.000) and confidence levels (t=-2.284, p=.031) as compared to the control group who had participated in traditional high-fidelity education for acute heart disease patients, However, the differences in knowledge (t=-.808, p=.425), education satisfaction (t=-.425, p=.653), and self-efficacy (t=-1.592, p=.121) were not significant differences. Conclusion: The results indicate that virtual simulation education is an effective learning method to improve nursing performance and confidence. Further study is needed to identify the effects of various clinical situations of virtual simulation-based care.

Virtual reality is one of the most popular technologies in the fourth industrial revolution. We suggest that virtual training using virtual reality would be more effective than existing training. Development of virtual trolley simulation content was done through Unreal Engine. Through the production of virtual reality content, we had developed a more advanced simulation development environment.

Using 3D based BIM(Building Information Modeling) enables a variety of construction simulations. The is no case to simulate BIM demonstration experiment on deeply immersed virtual reality environment in korea. This paper develops a multi screen based simulation system to enable 3D based immersed environment to diverse decision making and virtual construction simulation. In a developed simulation laboratory, we can carry out BIM drawing review, disaster evacuation simulation, constructability review on wild land and design urban planning using haptic device on 3-side space with 4K resolution . Also, It can review large amount of drawings without data conversion because of compatibility with BIM software.

BIM(building information modeling) has been actively applied to construction industries and to maximize its application through the life cycle of structure, various relevant technologies have been proposed. In particular, 4D sequencing management and 5D cost-related management were introduced as an improved version of the design review and interface control by 3D information design. On the other hand, the virtual construction using virtual construction equipment can sophisticatedly handle capacity, dynamic movement, collision boundaries of actual construction machines but it still stays at a low level in a technical sense. In this study, simulation systems based on BIM involving virtual construction equipment have been developed; then it is applied to the actual construction project to evaluate the safety and efficiency of construction equipments. It was confirmed that the simulation systems can be utilized to construct virtual construction site by using an effective 3D library of construction equipment and can plays a key role to secure construction safety and economic feasibility. Specifically, the simulation system are very useful for decision making by construction managers to select the optimum equipment and construction method with a better understanding for safety and cost-saving.

This research examined the effects of learning on driving simulation game in virtual reality environment. We tested the difference of presence and learning effects such as learning persistence and learning transfer between general monitor and 3D virtual reality device, Oculus Rift by playtesting experiment. One hundred drivers with a license participated in the experiment of two modes of gaming environment. As a result, the user’s presence was found to be significantly higher in VR than general monitor game. As functional effects of the driving serious game, learning persistence and transfer of learning showed significant differences between two modes. This study validates the effects of virtual reality on learning, as an aspect of serious game function. The results contributes to theoretical and practical application of virtual reality in interactive serious games in the future.

In spite of international efforts to control nuclear weapons and chemical, biological, and radiological (CBR) weapons, North Korea obtains and sells CBR weapons illegally. As a result, the worldwide threat of CBR weapons is increasing. Unfortunately, civil defense education and training for CBR weapons have not been adopted for real situations because of the long period of absence of an actual combat. In this study, virtual training scenarios that are applied to the simulation were made in 5 steps to cope with CBR situations. These scenarios are expected to have three effects. First, trainings can be improved with experience and education. Second, the problems and health hazards of CBR weapons and supplies can be solved with CBR virtual training simulation experience. Finally, corresponding effects can be recognized and predicted in real situations through roles and mission procedures of simulation scenario.

An automotive company have developed corporate requirements for vehicle characteristics for dynamic response which must be met before a product is delivered to the customer. To provide early predictions of vehicle handling performance, prior to the construction and testing of prototypes, it is necessary to predict dynamic behavior due to road inputs. This paper describes an application of the “virtual proving ground” approach for vehicle handling characteristics for a vehicle on proving ground road surfaces. I developed generation program of the virtual road profile for vehicle dynamics simulation.

본 논문은 3D 가상공간상에서 농촌에서 경험할 수 있는 작물재배, 가축사육 등을 가상 체험 할 수 있는 환경을 제공하여, 사용자에게 주말농장 체험과 유사한 경험을 할 수 있도록 한다. 기존의 웹 형태의 온라인 농작물재배/축산물 사육 시뮬레이션에서는 각종 텍스트 문서에 정지화상(사진이미지)을 적절히 조합하여 보여주는 형태가 대부분이며, 동영상으로 되어있는 내용들도 고정적인 이미지를 통한 정보습득 및 학습하는 형태로 되어있는데, 사용자들은 이 내용들보다 더욱 상세하고 많은 내용들을 필요로 하는 실정이다. 본 논문은 3D그래픽과 다중접속 네트워크 기술로 현실감 있는 가상의 농장 환경을 제공하여, 작물재배와 같은 기초적인 부분부터, 토지 환경 등을 간단하고 직관적인 인터페이스로 쉽게 접근할 수 있는 시뮬레이션 환경을 제공하며 농작물 재배가 실제 환경과 유사하도록 시뮬레이션 엔진을 구성하였다. 본 논문에서 구현된 시스템은 농업 교육이라는 건전한 놀이문화를 제공하고, 지방자치단체에서 시행하는 귀농 정책과 연계하여 시너지 효과를 가지며, 교육기관과 연계하여 작물 재배에 관한 학습 교재로서 기능을 가진다