유니버설디자인 가상 체험관 디자인 개발에 관한 연구

Abstract

(Background and Purpose) Currently, society is facing a change in social paradigm, emphasizing pluralistic values rather than presentative unitary values, and one in which minorities can be respected. Universal Design (UD), design for everyone, is a necessary and sufficient design philosophy and methodology in accordance with pluralistic values. In this study, we planned a UD virtual experience center for basic UD education and attempted to conduct research on its design methodology. To this end, it aimed to raise awareness of the value through effective UD education and to consider the expansion of operations and exchanges by evaluating online experience centers in various ways after analyzing the influence and effectiveness of online education as a substitute for offline education. (Method) First, the study reviewed previous studies on online education and experience centers for the composition of UD virtual experience centers and examined their effects. Second, it classified the cases of various virtual experience centers and organized the characteristics and advantages of each case. Based on this, the main planning directions for the virtual experience center and the derived design elements were summarized. Third, it proceeded with the outline of content composition, theater scenarios, a VR theater, the composition of the UD experience center, character design, and the production of UD mini-games to build scenarios and frames for the UD virtual experience center. Since it is an online education and experience center, it included entertainment elements, such as VR techniques and games, for the users to proceed with education without losing interest. (Results) We organized content with both information and interest by providing an installation-free platform that users of UD experience centers can access easily and quickly. It set the direction of the virtual experience center to function as professional education by linking it with related professional education in the process of delivering UD information. This allowed educational users to experience UD-applied spaces at 360° VR. They can experience UD in various situations through the characters they play, so that it naturally increases their understanding of UD and ensures that education has been effectively made while playing at the experience center. A mini-game was added to arouse users' interest, and the content in the game was also produced based on the UD application guidelines to provide education. (Conclusions) Conducting UD education at a virtual experience center positively stimulates cognition and behavior, and it will be possible for users to explore educational content on their own through the extension of personal social media. It is hoped that attentive social culture will be settled through the UD Virtual Experience Center.