ISO/IEC TR 23843:2020

TECHNICAL ISO/IEC TR
REPORT 23843
First edition
2020-10
Information technology for learning,
education and training — Catalogue
model for virtual, augmented and
mixed reality content
Technologies de l'information pour l'apprentissage, l'éducation et
la formation — Modèle de catalogue pour les contenus en réalité
virtuelle, augmentée et mixte
Reference number
©
ISO/IEC 2020
© ISO/IEC 2020
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
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ii © ISO/IEC 2020 – All rights reserved

Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Abbreviated terms . 2
5 Background . 2
5.1 Metadata for digital content . 2
5.2 Characteristics of VR/AR/MR content . 2
5.3 Actors and roles . 3
5.4 Video games as the reference model . 4
5.5 Application of game metadata . 4
6 Catalogue model for VR/AR/MR content . 6
6.1 ADDIE model . 6
6.1.1 General. 6
6.1.2 Analyse . 6
6.1.3 Design . 7
6.1.4 Develop. 7
6.1.5 Implement . 7
6.1.6 Evaluate . 7
6.2 Requirements for the catalogue model . 8
6.2.1 General. 8
6.2.2 Content entity . 8
6.2.3 Platform entity . 9
6.2.4 Local release entity .10
6.2.5 Distribution package entity .11
6.2.6 Additional content entity .11
6.2.7 Agent entity .12
Annex A (informative) Related metadata models .13
Bibliography .21
© ISO/IEC 2020 – All rights reserved iii

Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that
are members of ISO or IEC participate in the development of International Standards through
technical committees established by the respective organization to deal with particular fields of
technical activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other
international organizations, governmental and non-governmental, in liaison with ISO and IEC, also
take part in the work.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for
the different types of document should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www .iso .org/ directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject
of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent
rights. Details of any patent rights identified during the development of the document will be in the
Introduction and/or on the ISO list of patent declarations received (see www .iso .org/ patents) or the IEC
list of patent declarations received (see http:// patents .iec .ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to the
World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see www .iso .org/
iso/ foreword .html.
This document was prepared by Joint Technical Committee ISO/IEC JTC1, Information technology,
Subcommittee SC 36, Information technology for learning, education and training.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www .iso .org/ members .html.
iv © ISO/IEC 2020 – All rights reserved

Introduction
Effective use of the characteristics of virtual, augmented and mixed reality (VR, AR and MR,
respectively) content in education has growing importance. There are increasing numbers of VR/
AR/MR educational resources and there are also VR/AR/MR resources that have been aligned with
curriculum documents. One of the main challenges is to search for and find content that is appropriate
for the curriculum. However, lack of adequate description of such characteristics in a standard way
makes it difficult for users to find suitable content.
This document describes a catalogue model for virtual, augmented and mixed reality content that can
be linked to curriculum and achievement standards information. The curriculum catalogue metadata is
designed to support search and retrieval of VR/AR/MR content in activities in education.
For teachers and learners, it supports:
— searching and selecting VR/AR/MR content related to curriculum;
— exploring specific features of the content (type, price, etc.) at a glance;
— finding technical information for the effective use of the VR/AR/MR content.
For the institution, it supports:
— managing the VR/AR/MR content related to the curriculum;
— adopting the VR/AR/MR content with priority based on the catalogue model.
For curriculum developers, it supports:
— comparing and identifying VR/AR/MR content for review to determine relevance to the curriculum.
For content providers, it supports:
— exploring and reviewing content to determine relevance and potential usefulness of content
development initiatives;
— providing tools to gather reviews and feedback regarding content developed.
For device vendors, it supports:
— providing support for feedback regarding performance, technical configuration (e.g. platform,
infrastructure), accessibility/usability information, and other improvements needed.
This document provides related catalogue models and specific elements of the catalogue model to use
VR/AR/MR content for activities in education. However, specification of the catalogue model using the
ISO/IEC 19788 series is not in the scope of this document.
© ISO/IEC 2020 – All rights reserved v

TECHNICAL REPORT ISO/IEC TR 23843:2020(E)
Information technology for learning, education and
training — Catalogue model for virtual, augmented and
mixed reality content
1 Scope
This document describes how to search for virtual reality (VR), augmented reality (AR) and mixed
reality (MR) content through a curriculum catalogue based on curriculum and achievement standards
information. The curriculum catalogue metadata is defined in order to search for educational VR and
MR content information.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at http:// www .electropedia .org/
3.1
curriculum
formally structured statement describing learning outcomes aligned to specific topics or units of
learning, typically spanning all subject areas offered by an educational entity
3.2
virtual reality
VR
artificial environment presented using computer technologies
Note 1 to entry: Virtual reality has a high level of immersiveness, fidelity of information representation, and
degree of active learner participation compared to other forms of mixed reality.
[SOURCE: ISO/IEC TR 18121:2015, 3.6]
3.3
augmented reality
AR
virtual objects superimposed upon or composited with the real world
Note 1 to entry: Virtual and real-world objects co-exist in augmented reality systems.
© ISO/IEC 2020 – All rights reserved 1

3.4
mixed reality
MR
display continuum in which both real and virtual images are combined in some way and in some
proportion
Note 1 to entry: Augmented reality (AR) and virtual reality (VR) are considered to be on the mixed reality
continuum.
4 Abbreviated terms
ADDIE analyse, design, develop, implement, evaluate
LET learning, education and training
5 Background
5.1 Metadata for digital content
Metadata, as data that provides information about other data, can describe all sorts of digital content
such as audio files, pictures, videos, games and learning resources. Metadata can be applied to not only
a digital object but also groups of related objects or collections of items so that they can be managed
and organized for users to better discover, evaluate, retrieve, use and share the content as needed.
Application of metadata is controlled by use of schemas consisting of defined fields for specific types
of information, and thus a metadata scheme provides a consistent and interoperable way to manage
the lifecycle of metadata by specific communities and sectors. Annex A describes related metadata
schemes for digital content for reference purposes: the ISO/IEC 23005 series for technical metadata
[15]
(MPEG-V, described in Reference [17]), metadata enco
...