###### Abstract  
The combination of immersive virtual reality (VR) environments and distance education has led to a new educational paradigm. In this study, an immersive VR-based distance education system is proposed to enable multiple remote users to send, share, and experience images from the Solar Dynamics Observatory (SDO) via streaming. In contrast to the conventional system in which only experts use SDO data, the proposed system provides a head-mounted-display-based visualization platform that can be easily used by experts and non-experts. Real-time SDO image streaming must be possible to realistically observe changes in the Sun and increase involvement. Thus, multichannel-based SDO image transmission was applied to increase the network bandwidth utilization. To improve the social presence of participants, realistic avatar models controlled by the motions synchronized with the user are provided. In addition, free communication is possible through verbal interactions. This allows multiple remote users to participate simultaneously without having to be physically present. A user study with 20 subjects showed that the participants could observe SDO images in a more immersive manner by using the proposed system. In addition, they experienced social presence because of the user avatar models and an enriched educational experience by conversing with and listening to experts. distance education; immersive learning; Solar Dynamics Observatory (SDO); streaming; virtual reality (VR) +
Footnote †: journal: Applied  
1  
<ccs2012> <concept>  
that receive less support for educational infrastructure can benefit from experts. Physical constraints such as time and distance can be overcome by networking, and the imbalance problem can be solved by sharing various educational content. For example, massive open online courses (MOOCs) ([[https://www.mooc.org/](https://www.mooc.org/)]([https://www.mooc.org/](https://www.mooc.org/)), accessed on 1 September 2021) and other online programs provide various and rich educational content via educational platforms in which anyone can participate without qualification restrictions. Second, it provides a socially immersive virtual educational environment. Distance education generally uses videos by default, such as MOOCs or online education methods employing video conferencing tools. However, direct interaction between teachers and students is challenging compared with offline education [10]. For example, in video-conference-based education, the participants are displayed as thumbnails in a graphical user interface. This makes it easy to become distracted and lose focus. In contrast, immersive VR (IVR)-based distance education provides an improved educational environment using a head-mounted display (HMD) in which the remote participants feel like they are in the same space, in comparison to desktop VR and cave automatic virtual environment (CAVE) VR. Moreover, due to the recent global COVID-19 pandemic, there has been a need for non-contact distance education from elementary to higher education [11; 12; 13]. The need for team-based VR remote education that requires collaboration is also increasing [14; 15]. VR education covers various disciplines including engineering, computer science, astronomy, biology, medicine, chemistry, manufacturing, physics, and surgical medicine [16]. Among them, the representative VR content includes applications related to astronomy. For example, Apollo 11 VR HD ([[https://immersivevreduction.com/products-vr-experiences/apollo-11](https://immersivevreduction.com/products-vr-experiences/apollo-11)]([https://immersivevreduction.com/products-vr-experiences/apollo-11](https://immersivevreduction.com/products-vr-experiences/apollo-11)), accessed on 1 September 2021) developed by Immersive VR Education allows ordinary people to vividly experience the process of lunar exploration performed by the first astronaut to land on the Moon.