Together Research Archive for 2024 includes co-created articles, peer-reviewed submissions, and non-traditional thought and opinion pieces. This archive from 2024 not only showcases the cutting-edge work conducted across multiple disciplines but also emphasizes research with practical impact, aimed at improving societal well-being. This curated selection highlights rapid publications, ensuring timely access to relevant findings in the fast-evolving field of technology and beyond.
This research explores the multifaceted challenges and opportunities inherent in the integration of Extended Reality (XR) technologies—comprising Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR)—within educational contexts. Utilizing a narrative inquiry methodology, this study draws upon the experiences and perspectives of participants at the Future Hub Forum 2023, a gathering of researchers, educators, and technologists specializing in immersive learning technologies.
Hawkinson, E., Alizadeh, M., Anesa, P., Figueroa Jr., R., Hall, W., Barr, M., Ryszawy, J., Esguerra, J., & Klaphake, J. (2024). Narrative Inquiry into the Challenges of Implementing XR Technologies in Education: Voices from Future Hub 2023. Together Research, 1. https://doi.org/https://doi.org/10.62883/QDNQ6812
Classic literature is one of the lowest favored subjects among Japanese middle school students. Information and communication technology (ICT), including virtual reality (VR), has been used to make the subject more engaging and easier to understand for students who are rarely exposed to traditional linguistic culture. In this study, we developed VR Ban Dainagon Emaki, a virtual reality application for learning a traditional Japanese picture scroll. Emaki is even harder than other Japanese classic literature works because of the size (~ tens of meters), missing texts, and varied interpretations. In this app, students can view the whole scroll of an emaki in a virtual space and grasp the "big picture" of the story which runs along the scroll. Learning of the story and the characters on the scroll are further enhanced by added voiceovers, subtitles as well highly expressive animations. Future works may include enabling social learning using so-called "metaverse" platforms such as Mozilla Hubs.
Yano, K., Yokoyama, E. (2024). Developing immersive learning experiences for “Emaki-mono” Japanese historical narrative picture scrolls. Together Research, 1. https://doi.org/https://doi.org/10.62883/FBSL6566
Studies in both text and image generation confirm that AI struggles to maintain originality when removed from human input, raising concerns about the long-term sustainability of generative content. At the same time, these limitations reveal the enduring value of human educators. Teachers offer creativity, empathy, and cultural awareness that machines cannot replicate. Rather than being replaced, educators are becoming more essential as designers of meaningful learning experiences and mentors who guide students through increasingly complex digital landscapes. This shift positions educators not as passive users of AI but as active leaders in shaping its role in education.
Eric is a learning futurist, tinkering with and designing technologies that may better inform the future of teaching and learning. Eric's projects have included augmented tourism rallies, AR community art exhibitions, mixed reality escape rooms, and other experiments in immersive technology.
Roles
Professor - Kyoto University of Foreign Studies
Research Coordinator - MAVR Research Group
Founder - Together Learning
Designer - Reality Labo
Community Leader - Team Teachers
Chair - World Immersive Learning Labs
