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. 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 Learning & Teaching

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 1.Witmer, B.G., & Singer, M.J. (1998). Measuring presence in virtual environments: a presence questionnaire. Presence 7:225–240. 2.Schuemie, M.J., Straaten, P.V., Krijn, M., et al. (2001). Research on presence in VR: a survey. CyberPsychology & Behavior 4:183–201. 3.Mikropoulos, T.A., Strouboulis V. (2004) Factors That Influence Presence in Educational Virtual Environments. CyberPsychology & Behavior 5:582–591. 4.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. 5.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. 6.Brain Activity On Navigation In Virtual Environments http://depts.washington.edu/edtech/tassos_brain.pdf http://depts.washington.edu/edtech/tassos_brain.pdf 7.http://www.energybulletin.net/5140.htmlhttp://www.energybulletin.net/5140.html 8.http://www.edo-tokyo-museum.or.jp/english/index.htmlhttp://www.edo-tokyo-museum.or.jp/english/index.html 9.http://www.japan-guide.com/e/e2130.htmlhttp://www.japan-guide.com/e/e2130.html 10.www.yenwen.netwww.yenwen.net 11.www.users.cloud9.net/~bradmccwww.users.cloud9.net/~bradmcc 12.http://mrl.nyu.edu/~weishao/travel/japan/japan.htmlhttp://mrl.nyu.edu/~weishao/travel/japan/japan.html 13.http://en.wikipedia.org/wiki/Sakurahttp://en.wikipedia.org/wiki/Sakura 14.http://www.fvza.org/images/katana.jpghttp://www.fvza.org/images/katana.jpg 15.http://www.temple.edu/ispr/prev_conferences/proceedings/98-99-2000/2000/Waterworth.htmlhttp://www.temple.edu/ispr/prev_conferences/proceedings/98-99-2000/2000/Waterworth.html 16.http://www.uky.edu/~drlane/tphilosophy.htmhttp://www.uky.edu/~drlane/tphilosophy.htm

12. Visual Style