# Logogram VR: Treadmill-Coupled VR with Word Reflective Content for Embodied Logogram Learning
## 3 Methods  
This paper suggests Logogram VR, a logogram learning program that uses embodied virtual reality media. In particular, the system is designed to support the education of Hanja, which refers to the Korean version of Chinese characters. Hanja is a writing system that is used alongside the Korean alphabet (Hangeul) in Korea, and it is taught as a second language to students as part of the education. However, Hanja learning falls between first language (L1) acquisition and second language (L2) acquisition for Korean people, as it shares the same pronunciation as the Korean language, but it uses Chinese characters.  
The platform's purpose is to teach the strokes, meaning, and pronunciation of each character. We designed our system based on the taxonomy for educational embodiment [27]. Each scenario reflects the meaning of each character in an environment, while it also enabling gesture- and walking-based interaction using a treadmill and VR controller. Thissection describes, in detail, the hardware and software specifications, as well as the user scenario and the user studies.  
Specifically, our user study aims to answer the following research questions:  
* RQ1: Is Logogram VR usable enough for first-time users?
* RQ2: What are the most desirable daytime and the number of characters for each session?
* RQ3: Does the embodied learning approach support an enjoyable, engaging, immersive, and helpful logogram learning experience?
* RQ4: Which subsection of the population can benefit from the approach the most?  
Usability is important to make a system apparent to users [54], preventing adoption hesitancy. This is particularly true when the system is novel [55] and targeted to non-expert end-users [56]. To answer RQ1, the strengths, weaknesses, and risk factors of the system's usability were identified, along with the overall usability in terms of a score. We set RQ1 as our primary question because system usability that prevents adoption hesitancy should be first checked when a system is new.  
RQ2 was used to determine the desirable playtime and characters per session to ensure that the users are engaged with the learning content. Maintaining the users' engagement is essential considering its relationship with achievement [57]. RQ2 is related to the memory capacity that can be used for one session, and it is especially important because the system targets teenagers whose attentional control is still developing [58].  
Although usability in accepting a new product is important, researchers should also think of user experience as well as usability. Indeed, interactive, fun, and enjoyable experiences affect the learning result [59; 60; 61]. RQ3 was set based upon our consideration of a representative user experience with the learning content, which is related to success in education, enjoyment [17; 62], engagement [17; 63], immersion [12; 62], and helpfulness [62].  
RQ4 addresses the difference between the age groups, i.e., teenagers and older adults, while we answered RQ1-3. We studied the difference between the age groups, focusing on teenagers, since most L2 learning occurs at this age. Additionally, despite some debates, the 'critical period' theory suggest that childhood is critical for successful L2 learning [64; 65]. The younger generations' willingness to accept new technologies (e.g., \"digital natives\") and the limited cognitive capabilities that children have may also be related to this issue [66].