Development of Distance Learning Systems Using "HyperMirror" and International Television

这项研究的重点是利用信息和通信技术创造促进教育国际交流的工具，结合使用“HyperMirror”（一种视频会议系统，由于共享存在感的增加而鼓励身体互动）和国际电视（用于促进了解合作学校）。“HyperMirror”将自己视频的镜像叠加在远程位置的视频上，并允许参与者进行指点和握手等共同的身体活动。在本研究中，使用数字卫星电话和互联网连接阿富汗、肯尼亚（马赛）、蒙古、泰国、美国和日本的小学、初中和高中，进行国际交流。大阪大学与美国大学的教育工作者、美国教育会议以及在日本各地举行的教学研讨会建立了联系。支持这些教育交流项目的网站是用维基和Moodle软件创建的，另外还有一些单独的网站，方便参与的教育工作者之间的交流。学校配备了可以收看国际卫星电视广播的设备。此外，还研究了视频传输中的小延迟和高清“HyperMirror”。研究了如何更好地促进“HyperMirror”活动，以及“HyperMirror”环境对参与者心理状态的影响。测试表明，参与者开始注意到他们自己的视频传输延迟100毫秒，远程位置的视频传输延迟160毫秒。当视频延迟达到260毫秒时，通常由“超级镜子”系统产生的在一个房间里的存在感就消失了。“HyperMirror”和传统的视频会议体验进行了比较，并记录了视频会议中最常用的描述事物的单词。在“HyperMirror”视频会议中，参与者倾向于使用不那么复杂的描述，因为他们可以指着东西，用简单的短语，比如“this......”来描述他们共享环境中的东西。少

This research focused on using ICT to create tools to facilitate educational international exchanges combining the use of "HyperMirror," a video-conferencing system that encourages physical interactions due to an increased sense of shared presence, and international television, which was used to facilitate learning about partner schools. "HyperMirror" superimposes a mirror-image of one's own video over the video of a remote location and allows participants to perform joint physical activities such as pointing and shaking hands. During this research, digital satellite phones and the Internet were used to connect grade schools, middle schools, and high schools from Afghanistan, Kenya (Masai), Mongolia, Thailand, the United States, and Japan for international exchanges. Osaka University connected with educators at American universities, American educational conferences, and instructional seminars held around Japan. Web sites to support these educational exchange projects were created usin … More g Wiki and Moodle software along with separate web sites to facilitate communication among participating educators. Schools were outfitted with equipment to allow viewing of international satellite television broadcasts. In addition, small delays in video transmission and high-definition "HyperMirror" were studied. Ways to better facilitate "HyperMirror" activities and the effects of the "HyperMirror" environment on participants' psychological states were studied. Tests showed that participants started to notice video delays of 100 milliseconds in their own video feed and 160 milliseconds for the remote location's video feed. When video delays reached 260 milliseconds, the feeling of presence in a single room normally created by the "HyperMirror" system was lost. "HyperMirror" and traditional video-conferencing experiences were compared and the words most commonly used to describe things during video-conferences were recorded. In the "HyperMirror" video-conferences, participants tended to use less complicated descriptions since they could point to things and use simple phrases such as "this......" to describe things in their shared environment. Less