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Top1. Introduction
Practices such as ethical reflection, perspective-taking and introspection are known to have positive short and long-term effects on human well-being. If ever there was a perfect test-bed for helping users learning about ethical reasoning and reflection, XR and immersive technologies particularly virtual reality games would be it (Kitson, Prpa, & Riecke 2018; Nay & Zagal 2017). XR is an umbrella term for a group technologies such as Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) together. It covers the hardware, software, methods, and experience that make VR, MR, AR and cinematic reality a reality.
The notion of “Immersive or Interactive Technologies” long predates the current generation of XR, though it includes VR, AR and MR experiences. The term is a very broad one, much like XR, incorporates user engagement, exploration of new creative forms, education, entertainment, training etc. Defining “immersion” is also critical to our understanding of the relationship between the user and the interactive technologies. Immersion is “a form of spatio-temporal belonging in the world that is characterized by deep involvement in the present moment” (Hansen & Mossberg 2017; Agreval et al., 2019). Using the video games mechanisms, VR games communicate specific information and impart relevant knowledge and skills that enable players to act better in real world. Other names of VR games include serious games, virtual learning environment, interactive or intelligent storytelling, digital simulations etc.
Mota, Botelho & Adamatti (2016) argue that VR games have affordances that can shape attitude and behavior. The power of a VR games is that it requires players to participate, rather than simply spectate, and this demand placing players in dilemma situations in which their understanding of an ethical system is challenged, or by creating moral tension between the player’s goals and those posed by the narrative and the gameplay (Nay & Zagal 2017).
The Japanese practice and literature (Kobayashi & Farrington 2020; Osuka et al., 2019; Horiguchi, 2018) so far has focused primarily on non-digital bullying interventions, from a social or psychiatric lens and with an emphasis on treating symptoms rather prevention. Furthermore, Japanese e-learning literature focusing on XR and immersive technologies for moral, social and emotional learning on bullying as a preventative point of view is uncommon.
Developing and implementing digitally-propelled anti-bullying interventions are crucial in the face of enormous “bullycides”1 in Japan that has become the leading cause of death in children (Baseel 2020; Olivier 2017). The rate of child-suicide keeps rising (Engelmann, 2020), despite numerous attempts at anti-bullying legislation, school and community-based prevention programmes. That said, there does appear to be a rise in interest in Japan in using VR games, based on XR and immersive technologies, for positive human functioning and well-being across many different domains (Kitson 2018). This diversified interest seems to imply promise for future applications of digital technology for positive youth development and improving the quality of school-life in Japan.