A study on Affordance Design Elements - Case Study on Metaverse University Campuses -
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(Background and Purpose) The COVID-19 pandemic and the rise of the metaverse have encouraged universities to operate virtual campuses and conduct major events online. This digital transition, an attempt to replicate the real college experience in virtual spaces, encompasses several challenges, including user interface (UI), user experience (UX), and interaction issues. Advancements in technology and the development of user-centric guidelines are necessary to address these issues . Moreover, affordance design theory can play a crucial role in developing effective implementation and operation strategies for virtual university campuses. This study aims to evaluate the affordance design elements using case studies of metaverse university campuses, providing guidelines for the development of metaverse-based university campuses. (Method) First, affordance was understood by reviewing existing studies, and affordance design elements were derived according to Rex Hartson's classification system of affordances. Second, the definition and components of the metaverse were specified to elucidate its characteristics, and the design elements of metaverse affordances were identified by linking the characteristics of the metaverse with Rex Hartson's concept of affordance. Third, the concept and application methods of the metaverse university campus were examined, and campus cases implemented on various platforms were selected. Conclusions were drawn using case analysis based on 20 evaluation items. (Results) The analysis of cases implemented across various platforms suggests that the characteristics of each platform and differences in user mechanisms significantly influenced the outcomes. Case 3, implemented in ZEP, and Case 4, implemented in U-verse, demonstrated high relevance in 14 and 15 out of 20 affordance design element evaluation criteria, respectively. In contrast, Case 1, implemented in a proprietary platform, and Case 2, implemented in Roblox, demonstrated high relevance in only 4 and 2 criteria, respectively, indicating a significant gap. Cases 3 and 4 received high ratings in the affordance design element evaluation, whereas Case 1 received a moderate rating, and Case 2 received the lowest rating. These results were analyzed to stem from differences in platform characteristics and user interaction. (Conclusion) The design and implementation of metaverse university campuses demonstrate that elements such as user experience, interface, and virtual environment composition vary significantly depending on the platform environment. This underscores the importance of content development for continuous communication and information activation within metaverse platforms and university campuses. The development of a user-centered virtual educational environment using the application of affordance design is anticipated, and it is expected to contribute to the creation of an effective learning environment.
Abstract
(Background and Purpose) The COVID-19 pandemic and the rise of the metaverse have encouraged universities to operate virtual campuses and conduct major events online. This digital transition, an attempt to replicate the real college experience in virtual spaces, encompasses several challenges, including user interface (UI), user experience (UX), and interaction issues. Advancements in technology and the development of user-centric guidelines are necessary to address these issues . Moreover, affordance design theory can play a crucial role in developing effective implementation and operation strategies for virtual university campuses. This study aims to evaluate the affordance design elements using case studies of metaverse university campuses, providing guidelines for the development of metaverse-based university campuses. (Method) First, affordance was understood by reviewing existing studies, and affordance design elements were derived according to Rex Hartson's classification system of affordances. Second, the definition and components of the metaverse were specified to elucidate its characteristics, and the design elements of metaverse affordances were identified by linking the characteristics of the metaverse with Rex Hartson's concept of affordance. Third, the concept and application methods of the metaverse university campus were examined, and campus cases implemented on various platforms were selected. Conclusions were drawn using case analysis based on 20 evaluation items. (Results) The analysis of cases implemented across various platforms suggests that the characteristics of each platform and differences in user mechanisms significantly influenced the outcomes. Case 3, implemented in ZEP, and Case 4, implemented in U-verse, demonstrated high relevance in 14 and 15 out of 20 affordance design element evaluation criteria, respectively. In contrast, Case 1, implemented in a proprietary platform, and Case 2, implemented in Roblox, demonstrated high relevance in only 4 and 2 criteria, respectively, indicating a significant gap. Cases 3 and 4 received high ratings in the affordance design element evaluation, whereas Case 1 received a moderate rating, and Case 2 received the lowest rating. These results were analyzed to stem from differences in platform characteristics and user interaction. (Conclusion) The design and implementation of metaverse university campuses demonstrate that elements such as user experience, interface, and virtual environment composition vary significantly depending on the platform environment. This underscores the importance of content development for continuous communication and information activation within metaverse platforms and university campuses. The development of a user-centered virtual educational environment using the application of affordance design is anticipated, and it is expected to contribute to the creation of an effective learning environment.
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