Moving Between the Virtual and Real - Children Trying Out a Metaverse Digital Twin
Kinnula, Marianne; Nakatani, Momoko; Ryota, Doui; Taoka, Yuki (2024-06-17)
ACM
17.06.2024
Marianne Kinnula, Momoko Nakatani, Doui Ryota, and Yuki Taoka. 2024. Moving Between the Virtual and Real - Children Trying Out a Metaverse Digital Twin. In Proceedings of the 23rd Annual ACM Interaction Design and Children Conference (IDC '24). Association for Computing Machinery, New York, NY, USA, 806–810. https://doi.org/10.1145/3628516.3659398
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© 2024 Copyright held by the owner/author(s). This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in Proceedings of ACM Interaction Design and Children Conference: Inclusive Happiness, IDC 2024, http://dx.doi.org/10.1145/3628516.3659398.
https://rightsstatements.org/vocab/InC/1.0/
© 2024 Copyright held by the owner/author(s). This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in Proceedings of ACM Interaction Design and Children Conference: Inclusive Happiness, IDC 2024, http://dx.doi.org/10.1145/3628516.3659398.
https://rightsstatements.org/vocab/InC/1.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202411216850
https://urn.fi/URN:NBN:fi:oulu-202411216850
Tiivistelmä
Abstract
In this exploratory study we created a digital twin of a Japanese kindergarten and placed it in a metaverse platform, proposing a new interaction paradigm called Parallel-Twin-Worlds where an extended digital twin of the physical environment is created in virtual reality. Seven 5-6-year-old children participated in a treasure hunt, where they first conducted a task in the metaverse environment and then conducted the same task in their kindergarten. Our findings show that children quite effortlessly understood the link between the virtual and real worlds. We assume that this is due to recreating the environment as a digital twin, where the visual correspondence with reality made it easier for users to understand the correlation without the need for special lectures. We propose using the Parallel-Twin-Worlds paradigm for teaching the digital twin concept to children.
In this exploratory study we created a digital twin of a Japanese kindergarten and placed it in a metaverse platform, proposing a new interaction paradigm called Parallel-Twin-Worlds where an extended digital twin of the physical environment is created in virtual reality. Seven 5-6-year-old children participated in a treasure hunt, where they first conducted a task in the metaverse environment and then conducted the same task in their kindergarten. Our findings show that children quite effortlessly understood the link between the virtual and real worlds. We assume that this is due to recreating the environment as a digital twin, where the visual correspondence with reality made it easier for users to understand the correlation without the need for special lectures. We propose using the Parallel-Twin-Worlds paradigm for teaching the digital twin concept to children.
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