ISO/IEC TR 23843:2020

Information technology for learning, education and training - Catalogue model for virtual, augmented and mixed reality content

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.

Technologies de l'information pour l'apprentissage, l'éducation et la formation — Modèle de catalogue pour les contenus en réalité virtuelle, augmentée et mixte

General Information

• Status: Published
• Publication Date: 18-Oct-2020
• ICS: 35.240.90 - IT applications in education
• Technical Committee: ISO/IEC JTC 1/SC 36 - Information technology for learning, education and training
• Drafting Committee: ISO/IEC JTC 1/SC 36/WG 4 - Management and delivery
• Current Stage: 6060 - International Standard published
• Start Date: 19-Oct-2020
• Due Date: 06-Nov-2021
• Completion Date: 19-Oct-2020

Overview

ISO/IEC TR 23843:2020 defines a catalogue model and metadata elements to support discovery and use of virtual reality (VR), augmented reality (AR) and mixed reality (MR) content in learning, education and training (LET). It specifies how curriculum and achievement-standards information can be linked to VR/AR/MR resources so educators and institutions can search, evaluate and adopt immersive learning content more effectively.

Key topics and requirements

• Curriculum-linked metadata: Metadata fields are designed to connect immersive content to curriculum outcomes and achievement standards to enable relevance-based search and selection.
• Characteristics of VR/AR/MR content: The report highlights metadata needs driven by immersive interactions, multimodal outputs (visual, auditory), movement tracking and device-dependent features (e.g., resolution, eye-tracking).
• Actors and roles: Stakeholders considered include learners, teachers, curriculum developers, institutions, content providers and device vendors - each with distinct metadata and interaction requirements.
• Catalogue entities: The model defines entities such as Content, Platform, Local Release, Distribution Package, Additional Content, and Agent to structure descriptive, technical and distribution metadata.
• ADDIE lifecycle alignment: The catalogue model maps to the ADDIE instructional design phases (Analyse, Design, Develop, Implement, Evaluate) to support lifecycle management of immersive learning resources.
• Search & discovery focus: Emphasis on metadata that enables comparison, filtering and retrieval of immersive resources (type, price, technical requirements, accessibility/usability).
• Non-normative scope notes: The technical report contains no normative references and does not itself propose an implementation using ISO/IEC 19788 (though it references that series as an extensible approach).

Applications and users

This standard is practical for:

• Teachers and learners - find curriculum-aligned VR/AR/MR learning activities and view technical/device requirements at a glance.
• Educational institutions and librarians - manage inventories of immersive content and prioritize adoption based on curriculum fit and technical constraints.
• Curriculum developers - compare candidate immersive resources for curriculum review and alignment.
• Content providers and developers - describe resources to improve discoverability and gather reviews/feedback for iterative improvement.
• Device vendors and integrators - publish device performance metadata to help match hardware capabilities with content requirements and drive interoperability.
• Marketplaces and catalog platforms - implement searchable VR content catalogues that surface relevant immersive learning resources.

Related standards

• ISO/IEC 19788 series (learning metadata) - extensible approach referenced but not specified for implementation in this TR.
• Annex A references other metadata models for context: ISO/IEC 23005 (MPEG‑V), METS, VRA Core, CRMdig, and VGMS.
• Other metadata technologies mentioned: XMP, ID3 concepts and ISO 16684‑1 for metadata practices.

Keywords: VR content catalogue, AR metadata, mixed reality, curriculum catalogue, educational VR, VR metadata, learning resources, metadata schema.

Standards Content (Sample)

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
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting
on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address
below or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: [phone]
Email: [e-mail]
Website: www.iso.org
Published in Switzerland
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
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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
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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 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
2 © ISO/IEC 2020 – All rights reserved

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
© ISO/IEC 2020 – All rights reserved 3

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    
4 © ISO/IEC 2020 – All rights reserved
Leaner
Teacher
Curriculum
developer
Content
provider
Device
vender
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
© ISO/IEC 2020 – All rights reserved 5
Leaner
Teacher
Curriculum
developer
Content
provider
Device
vender
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
6 © ISO/IEC 2020 – All rights reserved
Leaner
Teacher
Curriculum
developer
Content
provider
Device
vender
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.
© ISO/IEC 2020 – All rights reserved 7

Formative evaluation runs parallel to the learning process and evaluates the quality of the learning
content and student response. It consists of one-to-one evaluation, small group evaluation and field
trial. One-on-one evaluation is the evaluation of learning content through individual student responses.
The small group evaluation is meant to understand how well the activities included in the course work
in a group setting do. When the small group evaluation is completed, the field trial should be performed
by constructing an environment similar to the actual environment.
Summative evaluation considers the positive effect that is the result of learning content. The Kirkpatrick
training model is used for this evaluation. This training model consists of four steps: reaction, learning,
behaviour and result. In the reaction step, the response of students and instructors is evaluated
after the learning content. In the learning step, the knowledge acquired through learning content is
evaluated. In the behaviour step, the changed learners' behaviour through newly acquired knowledge
is evaluated. In the result step, the financial results of the conducted learning content are analysed.
The evaluation phase should not only be a last phase of the learning content lifecycle, but also be
considered as a start phase for development of new content.
6.2 Requirements for the catalogue model
6.2.1 General
In the catalogue of basic content, the standardized basic metadata for searching and utilizing the
content is needed. Metadata for the content can be searched and used only when it includes various
information such as the type, purpose and language, as well as the title and author of the content.
Furthermore, in the process of producing learning content, various information is produced at each
stage, which should be expressed through the catalogue model. The catalogue model in this document
is based on the ADDIE model and VGMS metadata.
6.2.2 Content entity
In order to quickly search and navigate intuitively the content that is needed during learning or class,
the goal and subject of the curriculum should be disclosed in the form of metadata. Furthermore, it is
necessary to be able to express various information generated in the process of developing learning
content, such as information about the learning object and the source of the knowledge used in the
content. The properties of the content entity include those in Table 2.
Table 2 — Properties of the content entity
Property Description Lifecycle
 
Title Proper names used to refer to a content, assigned by the creator.
Genre The overall nature of a content’s interactivity based on its objectives,  
types of rules, distinctive characteristics and modes of action.
Narrative genre The narrative genre describes the type of world and plot, similar to  
literary genres such as science fiction and fantasy.
Summary A brief statement or account of events in the content.  
 
Theme A common thread, motif, subject, or idea that recurs in the content.
 
Setting The type of world, location and time period in which the content
takes place.
* ADDIE model
^ Additional property
8 © ISO/IEC 2020 – All right
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