This study proposes education on creating virtual art museums using metaverse technology to broaden the understanding of art museums. It investigates the effect of creating a virtual art museum using Roblox Studio, a metaverse platform, on the acquisition of knowledge about art museums, artists, and artworks and the ability to create metaverse content. This study selected the Moonshin Art Museum (MAM), the art museum to be created in the metaverse space, as its local cultural space. Fifteen students participated in a creation workshop to learn to create virtual spatial content using Roblox Studio and also visited an actual art museum. The students were then assigned to architecture, artwork, avatar, and content teams and collaborated with one another. To evaluate the activities, students filled out pre- and post-questionnaires containing items about the MAM, the sculptor Moonshin, and Moonshin’s artwork, as well as the ability to produce metaverse content. Findings showed that creating a virtual art museum through a metaverse platform facilitates the acquisition of spatial knowledge about art museums as well as information about artists and artworks. In addition, collaboration not only helped in the creation task but also identified and solved technical difficulties and improved creative abilities. These results suggest possibilities for using metaverse technology in delivering education regarding virtual art museums.

Virtual reality (VR) offers immersive visual and auditory experiences, transporting users to alternate realities. However, existing VR systems lack realistic haptic feedback mechanisms, resulting in unsatisfactory immersive experiences. In this study, we developed and tested a haptic glove that simulates realistic tactile sensations, enhancing user interaction with virtual artifacts. Our research investigates the impact of finger-specific vibrotactile feedback (FSVF) on user experience in virtual museum environments. Using a mixed-methods approach, 30 participants engaged in object-manipulation tasks in three settings: no haptic feedback, standard controller feedback, and vibrotactile glove feedback. The findings demonstrate that the vibrotactile glove approach considerably improves user accuracy, efficiency, immersion, and satisfaction compared with other traditional interaction methods. Participants completed tasks more accurately and quickly with the glove, reporting high levels of engagement and immersion. The results highlight the potential of advanced haptic feedback in transforming virtual reality technology, particularly for educational and cultural applications. Further, they provide valuable insights for designing and applying future haptic technology in immersive environments.

This paper proposed a dance training game applied using game theory by using wearable devices. The system extracts the teacher's motions by using motion capture sensor technology. The pressure on the foot was sensed while dancing, and the motions of the ankle were extracted. The exergame enables students to watch the teacher's dance in all directions by using an avatar and gaining the effects of both exercise and education by repeatedly practicing avatar's dancing. To overcome the space constraints of the special equipment in the course of acquiring and measuring the students' movements and to allow students to practice at any place, the movements of the user's foot were measured by using a sock type wearable device that the user wears in their lives normally.