2 Application to distance learning
Because HyperMirror allows participants to have more interactive activities than the traditional video conferencing system, we have tried to apply HyperMirror to distance learning. In particular, we have implemented various international distance learning projects using HyperMirror between Japan and other countries for cultural exchanges, ethics education, science education and nutritional education (Table 1).
For example, Figure 3 is the picture that Japanese and Kenyan students created a ‘joint picture’ using HyperMirror. Japanese students painted half the pic- ture and Kenyan also painted the other half. Both stu- dents hold each piece side by side, in order to make the one completed picture. This activity promoted a greater understanding of cultural difference, i.e. phys- ical features and cloth colors, among participants. Secondly, Figure 4 is the picture that Japanese stu- dents ‘wore’ Kenyan traditional costumes using HyperMirror, Figure 5 is the picture that Japanese stu- dents did joint experiments of testing pH of water ‘side-by-side’ with U.S. students, and Figure 6 is the picture that Japanese and Thai students played a card matching game ‘in a same room’. The cards illus- trated each local fruit were laid face down on a sur- face, and both students picked one of them holding up it to their chest. Moreover, Figure 7 is the picture that Japanese and Thai students studied nutrition sharing information on a bulletin board using HyperMirror. Because HyperMirror enabled participating students to share the bulletin board and information on it, stu- dents could study together and enhance the contents of learning as if both participants were getting the feeling of being connected to each other and studying in the same room. These examples were unique activ- ities taking advantage of HyperMirror.
Through these distance learning projects, some characteristics of HyperMirror became clear. One is that students can easily do body activities (Imai et al., 2002). The other one is that students can expand understanding of learning contents because HyperMirror enables participants to share video image (or share space) and compare each materials (Matsukawa et al., 2005).
As stated, HyperMirror has effect on distance learning. However, this is not to say that we use only HyperMirror in these distance learning projects. In our projects (Table1), we tried to apply suitable tools for each single content. The next chapter provides details of these choices.