A Traditional Japanese Virtual Environment

1. A Traditional Japanese Virtual Environment

2. Edo Period (1603~1876)

3. Flow • Challenge of Edo • Learning for progression within the VE • Increasing students historic knowledge • Goals in Edo • To progress socially • Gain knowledge • Feed Back • Auditory and Visual (actions) • User Skill Check list (progress) • Control • Keyboard and Mouse (most preferable choice)

4. MMORPG Style • Not fantasy, Non-Fiction! • A real representation of the social structure • A VE of the real world • Class structure • Become a specific class • Work through the classes skill set • Progress in each class • Interact with other classes (NPC or Player) • Socially • For development

5. Social Richness • Learning as: • A team/collective • Peer based learning • Collaborative participation for entertainment • An individual • In game non-playing characters (NPC’s) • Build relationships with NPC’s (teachers, etc)

6. Learning & Teaching • Script Guided • Onscreen cues and guidelines • Self Guided • Free to explore the environment at own pace without cues • Users are accountable for their own learning and progress through the VE • Double bladed sword • Learning what the Japanese learnt • Learning how the Japanese learnt & taught

7. Task Performance • Character Class Development • Specific goals to proceed in class maturity • Learn the Dance • Practise brush stroke • World Environment Exploration • Partaking in routine rituals • Tea Ceremonies • Geisha performances • Visiting a temple (etiquette must be upheld) • Learn the Dance • Practise brush stroke

8. Feed Back & Progression • User Skill Check list • Measuring character maturity • World Accomplishment Check list • Measuring users exploration of the VE Steering away from currency as a dependency and a form of feedback

9. Audio Presence via Sensory Richness • Ambience • Appropriate auditory feedback for actions

10. Questions?

11. References • Witmer, B.G., & Singer, M.J. (1998). Measuring presence in virtual environments: a presence questionnaire. Presence 7:225–240. • Schuemie, M.J., Straaten, P.V., Krijn, M., et al. (2001). Research on presence in VR: a survey. CyberPsychology & Behavior 4:183–201. • Mikropoulos, T.A., Strouboulis V. (2004) Factors That Influence Presence in Educational Virtual Environments. CyberPsychology & Behavior 5:582–591. • Slater, M., Usoh, M., & Steed, A. (1995). Taking steps: the influence of a walking technique on presence in virtual reality. ACM Transactions on CHI 2:201–219. • T. A. Mikropoulos, A. Chalkidis, A. Katsikis, and A. Emvalotis, Students Attitude toward Educational Virtual Environments, Education and Information Technologies, 3, pp. 137–148, 1998. • Brain Activity On Navigation In Virtual Environments http://depts.washington.edu/edtech/tassos_brain.pdf • http://www.energybulletin.net/5140.html • http://www.edo-tokyo-museum.or.jp/english/index.html • http://www.japan-guide.com/e/e2130.html • www.yenwen.net • www.users.cloud9.net/~bradmcc • http://mrl.nyu.edu/~weishao/travel/japan/japan.html • http://en.wikipedia.org/wiki/Sakura • http://www.fvza.org/images/katana.jpg • http://www.temple.edu/ispr/prev_conferences/proceedings/98-99-2000/2000/Waterworth.html • http://www.uky.edu/~drlane/tphilosophy.htm

12. Visual Style