Indonesian
J
our
nal
of
Electrical
Engineering
and
Computer
Science
V
ol.
39,
No.
1,
July
2025,
pp.
545
∼
553
ISSN:
2502-4752,
DOI:
10.11591/ijeecs.v39.i1.pp545-553
❒
545
HangeulVR:
an
immersi
v
e
and
interacti
v
e
K
or
ean
alphabet
lear
ning
on
virtual
r
eality
Ahmad
Nasikun
1
,
Muhammad
F
adhil
Mahendra
1
,
Achmad
Rio
Dessiar
2
1
Department
of
Electrical
and
Information
Engineering,
F
aculty
of
Engineering,
Uni
v
ersitas
Gadjah
Mada,
Y
ogyakarta,
Indonesia
2
K
orean
Language
and
Culture
Study
Program,
Department
of
Language
and
Literature,
F
aculty
of
Social
Sciences,
Uni
v
ersitas
Gadjah
Mada,
Y
ogyakarta,
Indonesia
Article
Inf
o
Article
history:
Recei
v
ed
Jul
27,
2024
Re
vised
Mar
7,
2025
Accepted
Mar
26,
2025
K
eyw
ords:
Immersi
v
e
K
orean
language
Language
education
Mix
ed
reality
Quality
education
V
irtual
reality
ABSTRA
CT
Learning
a
ne
w
foreign
language
promises
numer
ous
benets,
such
are
career
adv
antage,
culture
e
xposure,
and
tra
v
eling
opportunity
.
Ho
we
v
er
,
it
comes
with
a
cost
of
considerably
signicant
ef
forts
and
time
commitment.
The
challenge
in-
tensies
when
dealing
with
languages
characterized
by
distincti
v
e
scripts,
such
as
Hangeul
in
K
orean
language.
The
requisite
mastery
of
Hangeul
characters
precedes
the
e
xploration
of
fundamental
linguistic
elements,
including
grammar
,
pronunciation,
speaking,
and
writing.
In
this
research,
we
propose
an
inno
v
ati
v
e,
immersi
v
e,
and
interacti
v
e
methodology
for
Hangeul
acquisition
emplo
ying
vir
-
tual
reality
(VR).
Our
study
t
ransports
participants
into
a
virtual
en
vironment,
guided
by
a
g
amication
frame
w
ork
designed
to
f
acilitate
Hangeul
learning.
P
ar
-
ticipants
are
able
t
o
learn
basic
pronunciation,
listening,
and
Hangeul
writing,
three
fundamental
aspects
of
learni
ng
the
K
orean
alphabet.
Empirical
ndings
from
our
e
xperiments
sho
w
the
potenti
al
of
its
usage,
indicated
by
its
system
usability
scale
(SUS)
of
74.4.
This
is
an
open
access
article
under
the
CC
BY
-SA
license
.
Corresponding
A
uthor:
Ahmad
Nasikun
Department
of
Electrical
and
Information
Engineering,
F
aculty
of
Engineering,
Uni
v
ersitas
Gadjah
Mada
Graphic
Street
No.2,
Y
ogyakarta
55281,
Indonesia
Email:
ahmad.nasikun@ugm.ac.id
1.
INTR
ODUCTION
Learning
a
foreign
language
is
a
part
of
modern
w
orld
requirements,
as
we
need
to
interact
and
com-
municate
with
colleagues
of
dif
ferent
backgrounds.
T
raditional
learning
is
often
seen
as
uninteresting
by
lan-
guage
learners.
In
recent
decades,
the
use
of
virtual
reality
(VR)
in
language
learning
has
increased,
mainly
attrib
uted
to
the
increase
in
the
moti
v
ation
and
eng
agement
of
the
learners
[1].
F
or
education
in
general,
VR
has
sho
wn
positi
v
e
attainment
of
learning
outcomes
[2],
[3],
mainly
because
st
udents
can
learn
interacti
v
ely
with
the
subjects
unlik
e
the
passi
v
e
traditional
methods
[4],
[5].
VR
enables
immersi
v
e
learning
that
helps
to
impro
v
e
students’
enjo
yment
[6],
[7]
and
long-term
retention
[8].
In
addition
to
pro
viding
an
authentic
learning
e
xperience,
immersi
v
e
VR
also
f
acilitates
students’
cultural
eng
agement
[9].
The
application
of
VR
is
pre
v
a-
lent
in
v
arious
elds,
including
medicine
[10],
engineering
[11],
agriculture
[12],
la
w
[13],
economics
[14],
and
e
v
ent
military
[15],
to
name
a
vie
w
.
Among
man
y
elds
of
education,
foreign
language
learning
is
highly
rele
v
ant
to
man
y
learners.
Stu-
dents
learn
a
ne
w
language
before
studying
abroad
[16];
emplo
yees
study
a
fore
ign
language
prior
to
o
v
erseas
relocation
[17];
or
e
v
en
youngsters
are
interested
in
learning
a
ne
w
language
for
the
sak
e
of
e
xperiencing
a
ne
w
culture
[18].
Re
g
arding
language
learning,
writing
is
a
signi
cant
element,
particularly
writing
in
the
form
J
ournal
homepage:
http://ijeecs.iaescor
e
.com
Evaluation Warning : The document was created with Spire.PDF for Python.
546
❒
ISSN:
2502-4752
of
a
script
unique
to
a
certain
language,
as
in
K
orean
language
requires
the
learners
to
kno
w
its
script
called
Hangeul.
A
pre
vious
study
indicated
that
VR
helps
the
writing
learning
process
because
it
allo
ws
t
h
e
students
for
authentic
space
to
practice
their
writing
skills
[19].
In
this
paper
,
we
introduce
a
no
v
el
w
ay
of
learning
the
K
orean
alphabet
by
de
v
eloping
a
VR-based
learning
media.
The
users
learn
ho
w
to
read,
write,
and
understand
the
sound
of
K
orean
alphabet
in
the
proposed
w
ork.
The
VR-based
application
also
pro
vides
an
assessment
scheme
throughout
the
learning
process
,
ensuring
that
students
achie
v
e
the
learning
outcomes
of
a
certain
topic
prior
to
mo
ving
forw
ard
to
learn
another
topic.
W
e
also
emplo
y
g
amication
to
increase
the
eng
agement
of
the
users.
F
or
e
xample,
in
order
to
unlock
the
ne
xt
topic,
students
ha
v
e
to
complete
a
series
of
tests.
In
addition,
the
user
is
directed
to
a
ne
w
location
in
order
to
learn
the
ne
xt
topic.
Our
w
ork,
dubbed
HangeulVR,
allo
ws
students
to
learn
K
orean
alphabets
in
v
arious
aspects:
ho
w
to
write
them,
ho
w
the
y
sound,
and
ho
w
to
read
them.
On
each
topic
of
the
learning
materials,
apart
from
learning,
students
are
also
ask
ed
to
complete
a
test,
to
assess
the
attainment
of
the
learning
objecti
v
e
of
each
chapter
of
the
VR-based
g
ame.
T
o
e
v
aluate
the
usability
of
our
proposed
HangeulVR,
we
performed
a
system
usability
scale
(SUS)
test.
The
a
v
erage
score
gi
v
en
by
the
partici
pants
after
trying
our
Ha
n
ge
u
l
VR
w
as
75.4,
i
ndicating
that
our
VR-based
learning
en
vironment
is
relati
v
ely
easy
to
use
for
K
orean
alphabet
learning.
The
score
also
implies
that
HangeulVR
has
high
potential
in
helping
the
students
learn
the
K
orean
alphabet
better
.
2.
B
A
CKGR
OUND
2.1.
K
or
ean
alphabet
Hangeul
is
a
writing
sys
tem
used
throughout
South
K
orea.
It
is
de
v
eloped
by
King
Sejong
in
order
to
help
common
people
to
be
able
to
write
and
read
due
to
Hangeul’
s
simplicity
.
Hangeul
is
an
alphabet;
it
consists
of
a
set
of
v
o
wels
and
consonants.
It
has
10
basic
v
o
wels
and
14
fundamental
consonants,
making
a
total
of
only
24
characters.
Each
syllable
is
written
in
a
single
block,
consisting
of
consonant(s)
and
v
o
wel.
A
single
block
can
consist
of
from
tw
o
to
four
characters
[20].
The
list
of
the
Hangeul
characters
is
sho
wn
in
Figure
1
[21].
Figure
1.
T
op
ro
w:
14
basic
consonants;
second
ro
w:
5
double
consonants;
third
ro
w:
10
basic
v
o
wels;
and
last
ro
w:
combined
v
o
wels
of
Hangeul
2.2.
E-lear
ning
E-learning
is
a
method
of
education
deli
v
ered
electronically
,
usually
o
v
er
the
internet.
It
of
fers
a
e
xible
and
con
v
enient
learning
e
xperience,
enabling
students
to
eng
age
with
course
materials,
instructors,
and
peers
from
an
y
location
and
at
an
y
time
[22].
Acquiring
procienc
y
in
a
foreign
language
through
e-
learning
brings
se
v
eral
adv
antages
[23].
Firstly
,
e-learning
pro
vides
indi
vidualization
of
the
learning
process.
Students
ha
v
e
the
e
xibility
to
progress
at
their
o
wn
pace
and
on
a
schedule
that
suits
them.
Some
students
might
learn
better
at
night,
while
others
prefer
learning
o
v
er
the
week-end
or
in
a
quiet
cubicle
in
the
library
.
E-learning
can
adjust
each
student’
s
preference.
Secondly
,
it
also
of
fers
mobility
.
E-learning
enables
the
users
Indonesian
J
Elec
Eng
&
Comp
Sci,
V
ol.
39,
No.
1,
July
2025:
545–553
Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian
J
Elec
Eng
&
Comp
Sci
ISSN:
2502-4752
❒
547
to
access
its
content
of
education
from
v
arious
places
using
their
o
wn
de
vices.
Students
do
not
need
to
sit
do
wn
at
the
same
classroom
to
learn
a
particular
subject.
Thirdly
,
Thirdly
,
e-learning
can
be
a
more
cost-ef
fecti
v
e
option
compared
to
traditional
classroom
learning,
as
it
eliminates
the
need
for
e
xpenses
related
to
tra
v
el
and
accommodation.
Lastly
,
e-learning
has
the
potential
to
be
more
attracti
v
e
than
traditional
classroom
methods
via
attracti
v
e
packagi
n
g.
V
arious
learning
materials
(videos,
reading
material,
illustrations,
and
sounds),
when
successfully
combined,
can
capture
learners’
attention
and
deli
v
er
kno
wledge
to
them.
2.3.
V
irtual
r
eality
VR
is
a
technology
that
allo
ws
users
to
e
xperience
a
simulated
en
vironment
that
feels
lik
e
the
real
w
orld.
It
is
achie
v
ed
by
using
a
headset
that
tracks
the
user’s
mo
v
ements
and
displays
a
3D
image
of
the
virtual
en
vironment
in
front
of
their
e
yes.
The
user
can
interact
with
the
en
vironment
using
hand-held
controllers
or
other
input
de
vices
[24].
The
components
of
a
VR
system
include
a
headset,
a
computer
or
mobile
de
vice
to
run
the
s
o
f
tw
are,
and
input
de
vices
such
as
hand-held
controllers
or
glo
v
es
[25].
When
interacting
within
a
VR
w
orld,
a
user
is
placed
in
a
spatially
realistic
virtual
en
vironment,
thanks
to
the
high
immersion
of
fered
by
the
system.
The
head-mounted
display
(HMD)
is
equipped
with
a
head-tracking
system,
allo
wing
the
user
to
interact
with
the
virtual
w
orld,
as
the
rendered
vie
w
is
dynamically
produced
depending
on
the
head
mo
v
ement.
It
pro
vides
realism
within
the
virtual
en
vironment
[9].
In
the
conte
xt
of
language
learning,
VR
can
be
a
po
werful
tool
for
impro
ving
learners’
language
ski
lls.
Immersi
v
e
VR
enables
direct
interactions
with
people
and
objects
that
are
ph
ysically
out
of
reach
in
the
real
w
orld.
Moreo
v
er
,
VR
also
f
acilitates
a
safe
en
vironment
for
learning,
such
as
in
the
case
of
practicing
language
skills
without
fear
of
embarrassment
or
f
ailure.
In
addition,
VR
has
the
potential
to
increase
the
students’
participation
and
moti
v
ation
during
the
learning
process,
since
the
y
can
interact
immersi
v
ely
with
the
virtual
w
orld
[26].
By
immersing
l
earners
in
a
virtual
en
vironment
where
the
y
can
interact
with
nati
v
e
speak
ers
and
practice
thei
r
language
ski
lls
in
a
realistic
setting,
VR
can
help
learners
to
de
v
elop
their
listening,
speaking,
and
comprehension
skills
[24].
3.
HANGEUL
VR,
VR-B
ASED
HANGEUL
LEARNING
In
this
section,
we
introduce
the
de
v
elopment
of
the
HangeulVR.
W
e
rst
describe
the
content
of
the
course,
which
is
the
K
orean
alphabet,
that
is
inte
grated
within
the
HangeulVR.
An
import
ant
aspect
of
this
step
is
in
designing
the
curriculum,
i.e.
ho
w
to
cate
gorize
the
alphabet
into
smaller
groups
such
that
the
y
are
easier
to
understand.
The
second
stage
is
inte
grating
such
content
to
VR
setup
so
that
learners
can
tak
e
adv
antage
of
the
immersi
v
e
e
xperience
in
VR
to
accelerate
their
learning.
After
that,
in
the
third
subse
ction
of
this
chapter
,
we
describe
the
g
ameplay
of
the
application.
This
describes
ho
w
the
users
na
vig
ate
around
the
application
to
g
ain
ne
w
kno
wledge
of
the
K
orean
alphabet.
Some
concepts
of
g
amication
are
also
inte
grated
in
the
g
ameplay
.
Lastly
,
we
describe
ho
w
the
assessment
is
conducted
to
measure
the
attainment
of
the
learning
goals.
3.1.
P
edagogical
appr
oach
In
order
to
help
students
learn
the
K
orean
alphabet
,
we
de
v
eloped
a
VR-based
application,
referred
to
as
HangeulVR.
In
this
learning
en
vironment,
we
teach
students
the
basic
concepts
of
the
K
orean
alphabet,
such
as
ho
w
to
read,
pronounce,
and
read
them.
W
e
also
accompan
y
the
learning
en
vironment
with
necessary
assessments
to
ensure
the
attainment
of
learning
objecti
v
es.
As
desc
ribed
earlier
,
the
K
orean
alphabet
consist
of
14
basic
consonants
and
10
primary
v
o
wels.
In
addition
to
that,
the
y
also
ha
v
e
5
double
consonants
and
11
conjug
ate
v
o
wels.
Therefore,
there
are
40
char
-
acters
that
learners
need
to
study
to
understand
K
orean.
T
o
help
students
in
learning,
we
di
vide
and
or
g
anize
the
K
orean
alphabets
into
se
v
eral
cate
gories.
The
y
are
(a)
single
v
o
wels,
(b)
double
v
o
wels
(cate
gory
’y’),
(c)
double
v
o
wels
(cate
gory
’w’),
(d)
basic
consonants,
(e)
modied
consonants,
and
(f)
double
consonants.
In
addition
to
that,
HangeulVR
also
teaches
them
ho
w
to
write
K
orean
syllable,
which
normally
consist
of
a
collection
of
consonant(s)
and
v
o
wel.
W
e
group
them
into
3
cate
gories,
which
are
(a)
consonant-v
o
wel
syl-
lables,
(b)
consonant-v
o
wel-consonant
syllables,
and
(c)
consonant-v
o
wel-consonant-consonant
syllables.
A
more
elaborate
description
is
pro
vided
in
the
T
able
1.
Hang
eulVR:
an
immer
sive
and
inter
active
K
or
ean
alphabet
learning
on
virtual
r
eality
(Ahmad
Nasikun)
Evaluation Warning : The document was created with Spire.PDF for Python.
548
❒
ISSN:
2502-4752
T
able
1.
List
of
contents
in
this
VR-based
learning
system
No
Chapter
Content
1
Single
v
o
wels
Students
are
to
learn
the
follo
wing
characters:
ㅏ
,
ㅓ
,
ㅗ
,
ㅜ
,
ㅡ
,
ㅣ
,
ㅔ
,
and
ㅐ
2
Double
v
o
wels
(’y’)
This
section
includes
the
follo
wing
characters:
ㅑ
,
ㅕ
,
ㅛ
,
ㅠ
,
ㅢ
,
ㅖ
,
and
ㅒ
3
Double
v
o
wels
(’w’)
The
v
o
wels
that
belong
to
this
cate
gory
are:
ㅘ
,
ㅝ
,
ㅚ
,
ㅟ
,
ㅞ
,
and
ㅙ
4
Basic
consonants
The
y
are
10
most
common
consonants,
i.e.,
ㄱ
,
ㄴ
,
ㄷ
,
ㄹ
,
ㅁ
,
ㅂ
,
ㅅ
,
ㅇ
,
ㅈ
,and
ㅎ
5
Modied
consonants
The
characters
in
this
cate
gory
are
ㅋ
,
ㅌ
,
ㅍ
,and
ㅊ
6
Double
consonants
In
Hangeul,
double
consonants
include:
ㄲ
,
ㄸ
,
ㅃ
,
ㅆ
,and
ㅉ
7
Syllable:
C+V
Students
learn
a
basic
syllable
consists
of
tw
o
elements,
such
as
가
,
내
,
and
왜
8
Syllable:
C+V+C
A
more
comple
x
syllable
consisting
of
3
characters,
lik
e
밥
,
선
,
and
한
9
Syllable:
C+V+C+C
Special
syllables
with
tw
o
consonants
at
the
end:
값
,
앉
,
and
닭
3.2.
Hard
war
e
f
or
application
de
v
elopment
In
this
section,
we
will
elaborate
on
the
hardw
are
setup
for
this
research.
W
e
detail
the
hardw
are
used
for
the
application
de
v
elopment
and
also
we
describe
the
hardw
are
to
deplo
y
the
VR
application.
In
this
research,
a
Leno
v
o
V14-IIL
laptop
w
as
used,
equipped
with
the
W
indo
ws
11
operating
system,
an
Intel(R)
Core(TM)
i5-1035G1
CPU
@
1.00
GHz
processor
,
an
NVIDIA
GeF
orce
MX330
GPU,
and
12
GB
of
memory
.
This
laptop
w
as
utilized
to
run
v
arious
softw
are
required
for
application
de
v
elopment,
including
Unity
and
V
isual
Studio
Code.
Additionally
,
it
w
as
used
for
data
analysis
and
graphical
processing.
VR
de
vice.
The
VR
de
vice
used
for
testing
and
implementing
the
VR-based
g
ame
application
under
de
v
elopment
w
as
the
m
eta
quest
2.
This
de
vice
is
a
consumer
-le
v
el
all-in-one
VR
headset,
of
fering
an
af
fordable
VR
e
xperience.
Po
wered
by
the
Qualcomm®
Snapdragon™
XR2
platform
and
6
GB
of
RAM,
the
Quest
2
pro
vides
signicant
i
mpro
v
em
ents
in
processing
po
wer
and
AI
capabilities.
Its
resolution
of
1832
x
1920
pix
els
per
e
ye,
with
support
for
a
90
Hz
refresh
rate,
deli
v
ers
clearer
and
more
realistic
VR
visuals.
The
ne
w
controllers
are
designed
for
better
er
gonomics
and
longer
battery
life.
Meta
quest
2
also
grants
access
to
a
v
ast
quest
content
library
and
is
compatible
with
Oculus
Link
for
enhanced
PC
VR
e
xperiences.
3.3.
Gameplay
As
the
student
step
into
the
learning
en
vironment,
as
indicated
by
Figure
2,
the
main
menu
greets
him
with
tw
o
options
to
choose
between
learning
the
Hangeul
(Figure
2(a))
or
taking
a
test
on
it
(in
case
the
student
has
suf
cient
prior
kno
wledge,
Figure
2(b).
In
most
cases,
the
student
is
e
xpected
to
choose
the
option
to
learn
the
Hangeul.
In
order
to
learn,
the
student
has
to
enter
a
specied
room
where
he
learns
the
K
orean
alphabet.
The
player
needs
to
learn
a
certain
character
in
each
room:
ho
w
to
read,
write,
and
pronounce
it.
The
order
of
which
character
to
learn
is
set
up
according
to
T
able
1
sho
wn
pre
viously
,
e.g.
student
is
taught
about
single
v
o
wels
prior
to
double
v
o
wels.
T
o
learn
a
specic
character
as
indicated
by
Figure
3,
the
VR-based
e-learning
syst
em
displays
the
character
and
the
description
of
ho
w
to
pronounce
the
character
,
as
sho
wn
in
Figure
3(a).
In
addition,
it
also
displays
a
b
utton
when
click
ed
prompts
the
sound
of
such
a
character
.
A
particular
w
ord
in
Bahasa
Indonesia
(the
mother
language
of
the
tar
get
user)
is
sho
wn
to
sho
w
the
pronunciation
of
the
w
ord.
The
shape
of
the
character
is
sho
wn
in
the
center
of
the
screen
as
well.
That
is
the
content
of
each
room
for
le
arning.
In
order
to
le
v
el
up,
student
needs
to
mo
v
e
to
another
room.
T
o
do
so,
the
students
needs
to
pass
a
series
of
post-tests
from
each
room.
Figure
3(b)
sho
ws
an
e
xample
of
listening
question.
Student
needs
to
choose
which
b
utton
that
plays
the
correct
pronunciation
of
the
sho
wn
character
.
F
or
a
writing
test,
the
student
has
to
dra
w
the
character
,
in
which
the
system
detects
whether
the
writing
is
accurate,
as
sho
wn
in
Figure
3(c).
If
the
player
answers
them
correctly
,
he
can
learn
the
ne
xt
character
.
Otherwise,
she
has
to
redo
the
test
(with
dif
ferent
set
of
questions).
This
continues
until
the
player
completes
all
characters
within
the
room.
Indonesian
J
Elec
Eng
&
Comp
Sci,
V
ol.
39,
No.
1,
July
2025:
545–553
Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian
J
Elec
Eng
&
Comp
Sci
ISSN:
2502-4752
❒
549
(a)
(b)
Figure
2.
The
main
menu
of
the
HangeulVR,
where
(a)
option
for
learning
or
test
and
(b)
a
short
intro
to
Hangeul
3.4.
Lear
ning
materials
The
focus
of
our
VR-based
HangeulVR
application
is
to
help
students
learn
the
K
orean
alphabet.
P
articularly
,
in
three
main
areas
of
language
procienc
y
,
which
are
pronunciation,
listening,
and
writing,
as
sho
wn
in
Figure
3.
Pronunciation.
The
one
of
most
fundamental
element
in
learning
a
foreign
alphabet
is
understanding
ho
w
a
certain
character
is
pronounced.
This
section
of
the
module
tells
the
learners
ho
w
to
pronounce
each
character
of
the
K
orean
alphabet.
An
e
xample
of
the
visual
in
VR
is
sho
wn
i
n
Figure
3(a).
A
K
orean
character
is
sho
wn
in
the
virtual
w
orld
to
the
user
,
along
with
a
te
xtual
e
xplanation
of
ho
w
it
should
pronounced
and
a
recording
of
the
correct
pronunciation
of
the
character
.
Listening.
A
related
aspect
of
K
orean
alphabet
learning
is
identifying
the
sound
of
a
character
.
During
the
learning,
the
user
is
prompted
to
a
certain
character
and
is
ask
ed
to
choose
which
one
is
the
correct
pronun-
ciation.
In
another
setting,
a
recordi
ng
of
the
pronunciation
of
a
character
is
played
and
the
learner
is
ask
ed
to
identify
what
K
orean
alphabet
it
is.
Figure
3(b)
sho
ws
an
e
xample
of
a
test
for
s
tudents
for
listening:
a
set
of
b
uttons
when
pressed
play
the
sound
of
Hangeul
character
.
Writing.
Another
important
aspect
of
le
arning
is
writing,
particularly
if
a
certain
language
has
it
s
unique
writing,
as
in
the
K
orean
language.
In
this
VR-based
learning
en
vironment,
we
tak
e
adv
antage
of
its
immersi
v
e
setting.
Users
can
use
the
VR
hand-tracking
to
write
the
K
orean
alphabet
as
prompted.
Our
system
also
has
a
checking
system
to
test
whether
the
user’
s
writing
is
correct
or
not.
If
it’
s
correct,
it
is
mark
ed
accordingly;
and
if
it’
s
wrong,
feedback
is
also
sho
wn.
The
visual
of
writing
practice
is
sho
wn
in
Figure
3(c).
(a)
(b)
(c)
Figure
3.
Three
main
aspects
of
K
orean
language
learning
that
are
co
v
ered
in
this
module:
(a)
pronunciation,
(b)
listening,
and
(c)
writing
Hang
eulVR:
an
immer
sive
and
inter
active
K
or
ean
alphabet
learning
on
virtual
r
eality
(Ahmad
Nasikun)
Evaluation Warning : The document was created with Spire.PDF for Python.
550
❒
ISSN:
2502-4752
3.5.
Assessment
In
order
to
assess
the
attainment
of
learning
outcomes,
the
student
is
ask
ed
to
tak
e
an
assessment
after
each
chapter
(Figure
4).
Once
the
test
is
completed,
then
the
ne
xt
chapter
is
unlock
ed
for
the
user
to
learn.
As
the
goal
of
the
VR-based
learning
application
is
to
help
users
read
and
write
Hangeul,
the
assignment
is
designed
accordingly
.
The
tes
t
is
b
uilt
upon
reading,
writing,
and
listening
to
ensure
the
user
learns
the
K
orean
alphabet
accordingly
.
The
test
itself
is
randomized
in
each
section.
An
e
xample
of
the
test
question
is
sho
wn
in
Figure
4(a).
The
system
is
also
equipped
with
testing
map
(Figure
4(b))
to
guide
the
user
of
which
tests
she/he
has
completed
and
which
were
still
to
be
done.
(a)
(b)
Figure
4.
Assessment
section
of
the
HangeulVR,
where
(a)
kno
wledge
about
Hangeul
is
tested
and
(b)
list
of
need-to-tak
e
assessment
are
sho
wn
4.
RESUL
TS
AND
DISCUSSION
T
o
e
v
aluate
the
usefulness
of
our
proposed
VR-based
K
orean
alphabet
le
arning
en
vironment,
we
per
-
formed
a
usability
test
using
an
SUS
test.
Usability
,
in
general,
can
be
described
as
an
assessment
of
ho
w
easy
user
interf
aces
are
to
use.
The
SUS
is
a
widely
used
tool
for
e
v
aluating
the
usability
of
softw
are,
websites,
and
other
systems.
It
pro
vides
a
quantitati
v
e
measure
of
the
percei
v
ed
usability
of
a
system,
helping
de
v
elopers
and
designers
assess
user
satisf
action
and
identify
areas
for
impro
v
ement.
W
e
g
athered
8
participants
whose
prole
matches
the
tar
get
users
of
HangeulVR.
Our
participants
are
uni
v
ersity
students,
whose
ages
are
between
18
to
25
years
old,
5
male
and
3
female
students.
P
articipants
were
ask
ed
to
use
the
HangeulVR,
na
vig
ate
around
the
system,
and
learn
the
K
orean
alphabet
using
the
VR-based
application.
Figure
5
sho
ws
participants
e
xperiencing
our
HangeulVR
and
e
v
aluating
the
application
using
SUS.
Upon
the
completion
of
performing
the
tasks,
the
y
were
ask
ed
10
questions
related
to
the
usability
of
Indonesian
J
Elec
Eng
&
Comp
Sci,
V
ol.
39,
No.
1,
July
2025:
545–553
Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian
J
Elec
Eng
&
Comp
Sci
ISSN:
2502-4752
❒
551
the
application.
F
or
each
question,
users
can
gi
v
e
a
score
between
1
to
5.
The
l
ist
of
10
questions
used
for
our
HangeulVR
are
sho
wn
in
T
able
2.
A
lar
ger
score
indicates
better
performance
on
the
odd-numbered
questions,
while
for
the
e
v
en-numbered
questions,
a
smaller
score
is
prefe
rred.
W
e
obtained
an
a
v
erage
score
of
74.4
(as
sho
wn
in
T
able
3)
from
the
SUS
test,
i
ndicating
that
application
is
easy
to
use
for
K
orean
alphabet
learning.
In
a
usability
study
,
a
mean
score
abo
v
e
71.4
is
considered
good
[27].
Therefore,
we
can
conclude
that
our
no
v
el
HangeulVR
passed
the
usability
test
and
has
high
potential
for
usage
in
K
orean
alphabet
learning.
This
e
xperiments
indicate
that
the
users
are
comfortable
in
using
the
VR-based
application
to
learn
K
orean
alphabet,
HangeulVR.
Most
users
g
a
v
e
70
or
more
on
the
SUS
e
v
aluation,
indicating
the
potential
use
of
HangeulVR
for
learning
K
orean
alphabet.
Figure
5.
Users
performed
a
usability
test
on
HangeulVR
T
able
2.
Questions
in
the
SUS
test
No
SUS
questions
Score
Note
1
I
think
that
I
w
ould
lik
e
to
learn
Hangeul
using
this
VR
app.
1-5
Lar
ger
is
better
2
I
found
the
VR
app
unnecessarily
comple
x
for
learning
Hangeul.
1-5
Smaller
is
better
3
I
thought
the
VR
app
w
as
easy
to
use
when
learning
Hangeul.
1-5
Lar
ger
is
better
4
I
think
that
I
w
ould
need
the
support
of
a
technical
person
to
learn
Hangeul
using
this
VR
app.
1-5
Smaller
is
better
5
I
found
the
v
arious
functions
in
this
VR
app
were
well
inte
grated
for
learning
Hangeul.
1-5
Lar
ger
is
better
6
I
thought
there
w
as
too
much
inconsistenc
y
in
this
VR
app
for
learning
Hangeul.
1-5
Smaller
is
better
7
I
w
ould
imagine
that
most
people
w
ould
learn
Hangeul
quickly
using
this
VR
app.
1-5
Lar
ger
is
better
8
I
found
the
VR
app
v
ery
cumbersome
to
learn
Hangeul.
1-5
Smaller
is
better
9
I
felt
v
ery
condent
using
this
VR
app
to
learn
Hangeul.
1-5
Lar
ger
is
better
10
I
needed
to
learn
a
lot
before
I
could
get
going
with
this
VR
app
to
learn
Hangeul.
1-5
Smaller
is
better
T
able
3.
SUS
score
from
each
participant
P
articipant
ID
1
2
3
4
5
6
7
8
A
v
erage
SUS
score
80
55
70
70
80
82.5
87.5
70
74.4
5.
CONCLUSION
Learning
a
foreign
language
is
indispensable
in
this
globalized
w
orld.
The
task
is
e
v
er
greater
when
the
language
has
its
o
wn
script
or
alphabet,
such
as
the
K
orean
language.
In
this
w
ork,
we
de
vised
a
ne
w
learning
system
for
the
K
orean
alphabet,
based
on
VR
technology
.
Our
system
is
equipped
with
3
main
aspects
of
alphabet
learning,
namely:
pronunciation,
listening,
and
writing.
Our
goal
is
to
mak
e
learning
more
interacti
v
e
and
moti
v
ating,
tw
o
components
that
VR
is
kno
wn
to
be
great
at.
W
e
e
v
aluated
the
usability
of
our
VR-based
system,
HangeulVR,
using
SUS
on
its
potential
users.
The
result
sho
ws
a
score
of
74.4,
indicating
the
potential
of
HangeulVR
for
K
orean
alphabet
learning.
Hang
eulVR:
an
immer
sive
and
inter
active
K
or
ean
alphabet
learning
on
virtual
r
eality
(Ahmad
Nasikun)
Evaluation Warning : The document was created with Spire.PDF for Python.
552
❒
ISSN:
2502-4752
FUNDING
INFORMA
TION
This
research
is
funded
by
the
Directorate
of
Research
(
Dir
ektor
at
P
enelitian
)
Uni
v
ersitas
Gadjah
Mada
via
its
Doctoral
Competenc
y
Impro
v
ement
Program
2023
(
Pr
o
gr
am
P
eningkatan
K
ompetensi
Doktor
tahun
2023
).
A
UTHOR
CONTRIB
UTIONS
ST
A
TEMENT
Name
of
A
uthor
C
M
So
V
a
F
o
I
R
D
O
E
V
i
Su
P
Fu
Ahmad
Nasikun
√
√
√
√
√
√
√
√
√
√
√
Muhammad
F
adhil
Mahendra
√
√
√
√
√
√
√
Achmad
Rio
Dessiar
√
√
√
√
√
√
√
C
:
C
onceptualization
I
:
I
n
v
estig
ation
V
i
:
V
i
sualization
M
:
M
ethodology
R
:
R
esources
Su
:
Su
pervision
So
:
So
ftw
are
D
:
D
ata
Curation
P
:
P
roject
Administration
V
a
:
V
a
lidation
O
:
Writing
-
O
riginal
Draft
Fu
:
Fu
nding
Acquisition
F
o
:
F
o
rmal
Analysis
E
:
Writing
-
Re
vie
w
&
E
diting
CONFLICT
OF
INTEREST
ST
A
TEMENT
The
authors
state
no
conict
of
interest.
D
A
T
A
A
V
AILABILITY
The
data
that
support
the
ndings
of
this
study
are
a
v
ailable
from
the
corresponding
author
,
Ahmad
Nasikun,
upon
reasonable
request.
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BIOGRAPHIES
OF
A
UTHORS
Ahmad
Nasikun
is
Assistant
Professor
at
Department
of
Electrical
and
Information
En-
gineering,
F
aculty
of
Engineering,
Uni
v
ersitas
Gadjah
Mada,
Indonesia.
He
holds
a
Ph.D.
de
gree
in
Computer
Science
from
Delft
Uni
v
ersity
of
T
echnology
(TU
Delft)
The
Netherlands,
with
a
spe-
cialization
in
com
puter
graphics,
with
a
dissertation
on
ef
cient
methods
for
spectral
geometry
pro-
cessing.
His
research
areas
are
geometry
processing,
virtual
reali
ty
(VR),
augmented
reality
(AR),
and
deep
learning
on
point
clouds.
His
w
orks
ha
v
e
been
published
in
prominent
v
enues
in
computer
graphics,
such
as
A
CM
T
ransaction
on
Graphics
and
Eurographics
Computer
Graphics
F
orum,
and
presented
in
top-tier
conference
such
as
A
CM
SIGGRAPH,
Eurographics,
and
Eurographics
Sympo-
sium
on
Geometry
Processing
(SGP).
He
can
be
contacted
at
email:
ahmad.nasikun@ugm.ac.id.
Muhammad
F
adhil
Mahendra
is
a
nal-year
under
graduate
student
at
Uni
v
ersitas
Gadjah
Mada,
majoring
in
Information
Engineering.
He
is
w
orking
on
his
thesis
project
focused
on
virtual
re-
ality
applications
in
education.
Kno
wn
for
his
ability
to
comprehend
ne
w
concepts
and
skill
s
quickly
,
He
is
a
f
ast
learner
who
constant
ly
seeks
to
e
xpand
his
kno
wledge
and
e
xpertise
in
the
particular
eld
he
is
interested
in.
His
research
interests
include
education,
g
ame
de
v
elopment,
e
xtended
real-
ity
,
and
deep
learning,
and
he
is
particularly
focused
on
virtual
reality
.
He
can
be
contacted
at
email:
mfmahendr@mail.ugm.ac.id.
Achmad
Rio
Dessiar
recei
v
ed
the
B.A.,
M.A,
and
Ph.D.
de
gree
in
K
orean
Linguistics
and
Literature
from
K
yungpook
Nationa
l
Uni
v
ersity
,
South
K
orea.
He
graduated
from
the
doctoral
de
gree
in
2022
with
a
dissertation
on
Study
of
Pronunciation
Errors
by
Indonesian
Learners
and
T
eaching
Methods.
No
w
he
is
w
orking
as
an
assistant
professor
of
K
orean
Linguis
tics
in
the
K
o-
rean
La
nguage
and
Cult
ure
study
progra
m,
F
aculty
of
Cultural
Science
s,
Uni
v
ersitas
Ga
djah
Mada,
Indonesia.
His
research
areas
are
mostly
related
to
K
orean
Linguistic,
mainly
focusing
on
the
eld
of
phonology
,
K
orean
Linguistics
Contrasti
v
e,
and
K
orean
Education.
He
can
be
contacted
at
email:
desiar@ugm.ac.id.
Hang
eulVR:
an
immer
sive
and
inter
active
K
or
ean
alphabet
learning
on
virtual
r
eality
(Ahmad
Nasikun)
Evaluation Warning : The document was created with Spire.PDF for Python.