The fourth installment of the "VR × Education" series features the renowned Professor Inami against the backdrop of a virtual University of Tokyo. Professor Inami's field of expertise is "Bodily Informatics," which involves understanding the body as an information system.

By measuring and analyzing eye movements while students answer test questions using sensor-equipped glasses, it becomes possible to assess their level of understanding across four quadrants—not just whether an answer is correct or incorrect, but also whether it was a confident answer or a lucky guess—thereby enabling the provision of learning tailored to each individual.Furthermore, by utilizing VR, it is possible to “ultra-accelerate learning” of artisanal skills and otherwise augment human capabilities. After providing an overview of the usefulness of VR in education through various case studies, Professor Inami poses a question.

"If you compare square wheels and round wheels, round wheels are the only ones that work on flat ground, but on undulating, curved terrain, square wheels move more smoothly. In that case, which ones perform better?"

In other words, when the environment changes, the abilities people are able to demonstrate also change.

In the agricultural era, it was difficult to work if you had a physical disability, but as mechanization advanced with the Industrial Revolution, it became possible to work even with a physical disability. To give another example, in countries where the language is different, you may find yourself in a situation where communication is difficult.

Professor Inami defines ability as “something that exists within the interactions between people and between people and their environment.”

If that’s the case, couldn’t VR be used to adjust the environment?Apparently, when the movements of the kendama are shown in slow motion in VR, even people who struggle with the kendama can manage it. This simply means that while it was difficult within the constraints of the laws of physics, changing the environment makes it possible. In other words, all we need to do is adjust the environment. It is said that by allowing individuals to accumulate successful experiences in an environment tailored to their needs, we can draw out their full potential.

Professor Inami says that by introducing VR, we can create environments tailored to each individual and realize a society where everyone can thrive. “I hope VR will be introduced into education in much the same way as microscopes and telescopes.” That’s a great idea. Could we be on the verge of an “one VR per person” era, where everyone has access to a tool that changes the way we view the world?

Finally, he points out that what is required of education in the VR era—where technology can both enhance physical abilities and create environments that facilitate the full expression of those abilities—is “curiosity.” He defines this curiosity as “the ability to adapt to changing environments and to create diverse environments on one’s own.” He continues:“Curiosity is a power to connect in a new sense, and it underpins the digital transformation (DX) of communication skills. The challenge facing the future information society is fragmentation. Curiosity is the power that enables us to overcome the divisions caused by differing values.”

VR technology, which allows us to experience things from another person’s perspective, could also be seen as a technology that helps bridge divides.

Incidentally, inspired by Professor Inami’s remark—"The social skills needed in the coming era aren’t just about smiling and chatting cheerfully, right?"—we wrapped up the session by agreeing to discuss a redefinition of social skills, including communication skills, over a meal of meat.

So, next time, it'll be meat.