EFFECTS OF DETAILED CUSTOMIZATION OF STUDENT

AVATARS ON TEACHER EXPECTATIONS OF STUDENTS

Importance of the Study• Student gender and ethnicity has an effect on teacher

expectations in the face-to-face classroom• However, little research has been done regarding

avatar gender and ethnicity in MUVEs• This research needs to be done because in a MUVE,

students can become “anyone” by customizing their avatar.

• Through the customization of an avatar, students may be either:– Unintentionally disadvantaged– Unfairly advantaged

Background• Research suggests that teachers view female students as less

competent and logical than males (Richmond-Abbott, 1979; Ruble et al, 1980; Sadker & Sadker, 1994; Frawley, 2005; Van Duzer, 2006).

• Teachers perceive students of different ethnicities more negatively and expect them to have lower grades (Cooper et al., 1975; Pohan & Aguilar, 2001; Ferguson, 2003).

• MUVEs are technology-based simulations that engage people in a different, yet cohesive reality (Castronova, 2001).

• MUVEs allow numerous users to concurrently (a) manipulate virtual items, (b) interact with other users and artificial intelligences, and (c) customize their own person through an avatar (Dede, Nelson, Ketelhut, Clarke, & Bowman, 2004; (Laferriere, et al., 1994).

The Big Picture• Does choice of avatar influence teacher perception

of student success?

• Perception of Student success is measured by:– Student IQ– Student relationships with classmates– Student relationships with instructors– Attitude toward school– Prediction of future education level

Research Questions• Ethnicity-related Questions

– Does the ethnicity of the avatar affect teacher perceptions and expectations?

– Does the ethnicity of the participant affect teacher perceptions and expectations?

– Is there an interaction between the ethnicity of the avatar and the ethnicity of the participant?

• Gender-related Questions– Does the gender of the avatar affect teacher perceptions and

expectations?– Does the gender of the participant affect teacher perceptions

and expectations?– Is there an interaction between the gender of the avatar and

the gender of the participant?

Research Questions• Interactions between gender and ethnicity

– Between the avatar ethnicity and gender?– Between the gender of the avatar and the participant ethnicity?– Between the ethnicity of the avatar and the participant gender?– Between the participant ethnicity and gender?– Between the avatar ethnicity and gender, and the participant

ethnicity?– Between the avatar ethnicity and gender, and the participant

gender?– Between the ethnicity of the avatar, and the participant

ethnicity and gender?– Between avatar gender, and the participant ethnicity and

gender?– Between the avatar ethnicity and gender, and the participant

ethnicity and gender?

MethodsHispanic or Latino

Black/African-American

Asian

Caucasian

1. Each teacher was randomly assigned to one of 8 possible conditions

2. Teachers were given:•Letter explaining the study•Student transcript•Photograph and video of the avatar •Opinion survey•Teacher’s Beliefs about Diversity Scales

The Big Picture• Q: Does choice of avatar influence teacher

perception of student success?• A: YES, given certain scenarios

• Overall, only 8 out of a possible 75 results showed that gender or ethnicity or an interaction had an influence on teacher perceptions of student success.

ResultsIQ Relations

hip with Students

Relationship with Instructors

Attitude toward School

Education level prediction

Gavatar *

Eparticipant *

Gavatar*GParticipant *

Gavatar*Eparticipant * *

Gavatar*Eavatar*Eparticipant *

Gavatar*GParticipant*Eparticipant *

Gavatar*Eavatar*GParticipant*Eparticipant *

Direct Implications

• The problems of unintentional disadvantage and unfair advantage may exist to a much lower degree in a MUVE than originally expected

Direct Implications

• Teacher biases in their perceptions of students will lead to the problems of unintentional disadvantage and unfair advantage mentioned earlier.

• Teacher bias in their perceptions of students often results in lower academic performance by students (Auwarter & Aruguete, 2008; Rist, 1970).

• Teacher bias against students of different ethnicities and genders should be addressed through professional development programs that address these specific biases.

Direct Implications

• It is important to determine which aspects of students’ intelligence, attitude, and the way they relate to classmates and instructors appeal to particular groups of teachers in MUVEs?– This may help us to develop effective

interventions so teachers can interact with students of every gender and ethnicity without prejudice.

Direct Implications

• Future research should consider a variety of approaches to measuring teacher perceptions and expectations of Student IQ, relationships with classmates, relationships with instructors, attitude toward school, and prediction of future final education level.

Lack of Agreement

• There is a preponderance of literature that states that teacher’s are biased in their perceptions and evaluations of student success.

• However, our results largely disagreed with this literature.

• Why?

Implications - Indirect

• Details of avatar customization are strongly related to gender and ethnicity stereotypes

• It may be possible to say that stereotypical gender and ethnicity physical characteristics are what actually have an impact on teacher expectations and perceptions.

Implications - Indirect

• This would help us to – a) Map out the factors involved in teachers’

perspective on gender and ethnicity traits– b) Enable us to test potential gender and ethnicity

mediation effects of MUVEs on these specific stereotypical physical characteristics, and

– c) Make possible the development of specific interventions that are focused on the physical characteristics that seem to trigger gender and ethnicity bias in teachers.

Implications - Ambient

• Demographic– Future studies that focus on gender and ethnicity

in MUVEs should ensure that enough teachers from non-Caucasian ethnicities, different age groups, and geographic areas are recruited to participate.

– This is also evidence of the continuing “Digital Divide” in western nations.

Implications - Ambient

• Teachers can explore belief structures about gender and ethnicity through role playing and identity exploration in a MUVE.

Summary• This study looked at whether choice of avatar and

teacher beliefs about diversity influence teacher perceptions of student success.

• Results indicated that choice of avatar and teacher beliefs do influence student success for some teachers in certain contexts.

• As a result, students may face unfair disadvantage or be able to take unfair advantage based on their avatar choice.

• Future research

Contact Information

Dennis Beck, PhDVisiting Assistant ProfessorDepartment of Educational TechnologyCollege of EducationBoise State Universitydennisbeck@boisestate.edu IN WORLD: IM Caleb Negulesco