ISO/IEC TR 23843:2020

TECHNICAL ISO/IEC TR
REPORT 23843
First edition
Information technology for learning,
education and training — Catalogue
model for virtual, augmented and
mixed reality content
PROOF/ÉPREUVE
Reference number
ISO/IEC TR 23843:2020(E)
©
ISO/IEC 2020

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ISO/IEC TR 23843:2020(E)

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© ISO/IEC 2020
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Published in Switzerland
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ISO/IEC TR 23843:2020(E)

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
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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.
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ISO/IEC TR 23843:2020(E)

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.
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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.
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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 encoding and transmission standard (METS) for
[18] [12]
the library sector, VRA Core for the cultural heritage sector, CRMdig for a provenance metadata,
[6]
and video game metadata schema (VGMS) for descriptive and discovery metadata. The various types
of metadata and different metadata schemes can be combined to support diverse requirements.
5.2 Characteristics of VR/AR/MR content
In order to use learning content through technologies to support LET, it is necessary to be able to
search and read learning content information. This requires metadata that enables the interoperability
of educational content and the ability to perform comparisons and searches between LET content. The
ISO/IEC 19788 series provides an extensible approach that can be used to support these efforts, and
similar types of initiatives can be used as well.
VR, AR or MR technology are increasingly applied to create content in various domains including
learning, education and training. However, the existing standards are insufficient to describe learning
content that uses VR/AR/MR technologies. This is due to characteristics of the bi-directional interaction
inherent in VR/AR/MR technology and requirements emerging from the utilization of new types of
media devices. In VR/AR/MR content, the users interact with content directly using their heads and
hands and receive the visual and auditory information back through VR/AR/MR devices such as the
headset. The VR headset provides a larger field of view than monitors do, and thus the actions become
more intuitive and direct.
VR/AR/MR content relies heavily on interactions with users in contrast to one-way delivery of content
in non-VR/AR/MR contexts. The interactions might involve not only interaction with content but also
with other users connected to the network. Approaches and methods outlined in the ISO/IEC 19788
series can be extended to support the diverse interactions, properties and effective use of VR/AR/MR
content. Especially, VR/AR/MR content depends on the visual and auditory devices and movement
tracking sensors. The content through digital media can be influenced by the hardware performance
and configurations like resolution or eye-tracking function. Therefore, additional properties that
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consider these characteristics need to be incorporated in the metadata of VR/AR/MR-based educational
content.
5.3 Actors and roles
In order to identify required metadata for VR/AR/MR content in LET, a thorough collection and analysis
of use-cases is required. This document begins by identifying related stakeholders not included in the
traditional metadata and defining relationships among them. Such stakeholders are modelled as actors
as shown in Figure 1. Each actor is represented by a circle, with arrows showing the message that are
passed to the actor through the interaction. Learners, teachers or curriculum developers could belong
to an institute, and thus interactions with those actors can be indirect through the institution as shown
as dotted lines in Figure 1.
Figure 1 — Actors and interactions
Requirements for metadata for learning resources in online contexts prior to VR/AR/MR technologies
considered the content provider and curriculum developer. However, in VR/AR/MR contexts, the role
of device vendor is to provide devices with required performance for VR/AR/MR content. Device
performance metadata can be used not only for learners or teachers to select learning content in a
learning environment, but also for a content provider to develop content. Note that such characteristics
are similar to the ecosystem of other multimedia content, such as MP3s, in which the content's
producers and consumers, players and applications play parts. In addition, if MP3s are considered as
an example, there are various metadata used to support the retrieval and data interoperability of audio
[4]
content. ISO 16684-1 specifies the creation, processing and interchange of standardized and custom
metadata for digital documents and data sets. XMP standardizes a data model, a serialization format
and core properties for the definition and processing of extensible metadata. It also provides guidelines
for embedding XMP information into popular image, video and document file formats, such as MPEG4.
[5]
ID3 is a de facto standard that is used as a metadata container that is often used in conjunction
with the MP3 audio file format. It allows the title, artist, album, track number and other information
about the file to be stored in the file itself. ID3 is used for interoperability such as album information
to which an audio file belongs, content image information such as linked image, copyright, content
characteristic information such as compression method or encryption method, file type, key position
for synchronizing with lyrics, recommended buffer size information, etc. This information is considered
not only the consumer's use-case for search and playing audio files, but also the interoperability
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aspects for providing an optimized content playback environment for the audio player application. The
MP3 example demonstrates that different types of metadata can be used for each type of content. This
means that an VR/AR/MR catalogue model needs to support a variety of different types of content as
well as associated metadata.
5.4 Video games as the reference model
As noted earlier, VR/AR/MR content has different aspects in that users and media interact in both
directions, unlike the various multimedia content. This means that users need to consider additional
types of interactions with content, and the closest form of media that can be referred to is the video
game. Video games use complex multimedia formats that include both music, video and narrative to
provide interactions with users.
Information School in University of Washington has made efforts to define a metadata schema for games
[6]
and released the video game metadata schema (VGMS) Version 4.0 in 2017. VGMS has been developed
to advance the cataloguing and classification of digital games as cultural artefacts and support the use
of games in education and science. This metadata schema defines not only the information above, but
also various types of items that can be included in other media such as networked feature, connectivity,
special hardware, or content related information such as theme and mood.
5.5 Application of game metadata
Our approach is to adopt VGMS as the basis of the metadata for VR/AR/MR content and then to evaluate
the applicability of the game metadata in terms of the actions identified above. Our preliminary effort is
to identify the relevance of the VGMS properties to the actors of VR/AR/MR content. Table 1 lists VGMS
properties in categories and associates the relevance to the actors of VR/AR/MR content.
Table 1 — VGMS properties in categories
Type Property name Actors

Game title    
   
Gameplay genre
   
Narrative genre
Summary    
Theme    
Setting    
Game entity
Mood    
    
Mechanic
  
Progression
Protagonist   
Trope   
Game note    
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Table 1 (continued)
Type Property name Actors

Platform     
    
System requirements
    
Special hardware
Networked feature     
Connectivity     
Number of players     
Platform edition entity
Ending    
    
Visual style
  
Dimension
Point of view    
Trailer   
Platform edition note    
Local release subtitle    
   
Language
    
Region code
Difficulty option    
Local release entity Rating     
Screenshot   
Gameplay video    
   
Version information
  
Local release note
Distribution type    
File format    
File size    
Physical format    
  
Retail release date
Distribution package entity
  
Representative art
Packaging   
DRM     
Price/MSRP   
  
Distribution package note
 
Franchise name
Franchise entity
 
Franchise note
Series title  
Series entity
Series note  
Content name     
   
Content type
Additional content entity
   
Version requirement
 
Additional content note
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Table 1 (continued)
Type Property name Actors

Collection title   
Collection entity

Collection note

Agent name
Agent entity
Agent note  
6 Catalogue model for VR/AR/MR content
6.1 ADDIE model
6.1.1 General
In order to use content from VR/AR/MR technology in LET, there should be plenty of information
available to browse. Furthermore, it is necessary to be able to express various data generated in the
process of producing learning content. To achieve this, the data generated in the lifecycle of the learning
[8]
content is analysed based on the ADDIE model and the properties of the catalogue model are defined.
The ADDIE model is a methodology for the creation of training materials in the learning content. It is
applicable in any type of an organization and provides a means for sound decision making in order to
determine who, what, when, where, why and how of a learning content.
This model consists of 5 phases: analyse, design, develop, implement, evaluate. Figure 2 illustrates the
lifecycle of the ADDIE model.
Figure 2 — Lifecyle of ADDIE model
6.1.2 Analyse
Analyse is the first phase to producing learning content. Analysis targets are configured learners,
learning goal, constraints, technical requirements and knowledge sources.
The learner is determined, which the learning content will target. The characteristics shared by
potential learners, such as their age, gender, social and economic status and experience should
be analysed. Learning goal analysis is a process of determining what knowledge to convey through
learning content, and how to evaluate it after learning is completed – this should also be clearly
expressed. The constraints consider physical and organizational constraints that can occur depending
on the environment in which the learning content is consumed. The technical requirements consider
the learning environment that the learner should configure, such as the software and devices needed
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to use the learning content. The knowledge source considers the source of the material used to produce
the learning content.
6.1.3 Design
Design is the phase of creating the basic structure of learning content. It determines the brief concept
of learning content and creates various documents necessary for actual development. The decisions to
be made during the design process consist of three parts: deciding the format of the course; developing
educational strategy; and evaluating the result. The course format is a method of imparting knowledge
to learners. The most efficient teaching method should be selected based on the learner's information
obtained through the analyse phase.
The educational strategy means class activities to help learners understand class, such as discussion,
testing and lecture. These class activities consist of four stages: preliminary activity; presentation of
material; practice; and post-activity. Preliminary activity motivates learners by understanding their
goals and explaining the benefits they can gain. Presentation of material conveys knowledge to learners
through various materials and examples. Practice presents problems and provides appropriate
feedback so that learners can practice what they have learned. Post-activity is the process of discussing
learning outcomes after an activity has been completed, allowing the learner to remember it or to ask
questions related to the learning topic.
The result evaluation method is a method for evaluating whether or not the specified goal of the
learning content has been achieved. If the goal of content is simple knowledge transfer, the evaluation
method should be multiple choice questions. However, if the goal is to teach the skill to the learner, they
should be able to provide a way to test it directly.
6.1.4 Develop
The development phase is the process of developing content based on the decisions made through
analysis and design. It consists of three parts: creating a prototype; developing the course; and
conducting a test run.
The prototype should be able to show the learner a rough view of the learning content. After
demonstrating a prototype to managerial decision-makers or clients, full-scale development of learning
content begins. In developing the course, the following points should be considered constantly: 1)
knowledge within the learning content should be provided in logical order; 2) the final learning
goals should be kept in mind. The developed learning content should satisfy the quality assurance
through various tests. A typical test method is that a learner performs content directly. Through this,
it is necessary to repeat the process of measuring the learning time, goal achievement and so on and
revising the content based on this.
6.1.5 Implement
The performance phase is a key phase in the ADDIE model, where learners perform learning through
learning content. It consists of three parts: training the instructors; preparing the learners; and
preparing the environment.
The instructor should know the information related to the learning content and confirm it before
performing the education. The information that the instructor should understand is the learning goals,
learning activities, media content of learning content, and evaluation methods. The learner needs the
basic knowledge necessary for the learning. Typically, the learner should use the program used in the
learning process, how to use the learning tool, and prior knowledge. If there is a lack of such knowledge,
preliminary training should be carried out to satisfy them. Finally, a learning environment such as
identification of software and equipment needed for learning content should be prepared.
6.1.6 Evaluate
The evaluation phase is a process of evaluating the learning content and all the results that occur during
the learning process. The evaluation consists of formative evaluation and summative evaluation.
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