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).
Figure 1: Concept of HyperMirror
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.