1. EFFECTS OF DETAILED CUSTOMIZATION OF STUDENT AVATARS ON TEACHER EXPECTATIONS OF STUDENTS

2. 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

3. 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).

4. 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

5. 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?

6. 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?

7. Methods Hispanic 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

8. 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.

9. Results IQRelations hip with Students Relationsh ip with Instructors Attitude toward School Education level prediction G avatar * E participant * G avatar* G Participant * G avatar* E participant ** G avatar* E avatar* E participant * G avatar* G Participant* E participant * G avatar* E avatar* G Participant* E participant *

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

11. 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.

12. 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.

13. 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.

14. 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?

15. 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.

16. 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.

17. 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.

18. Implications - Ambient Teachers can explore belief structures about gender and ethnicity through role playing and identity exploration in a MUVE.

19. 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

20. Contact Information Dennis Beck, PhD Visiting Assistant Professor Department of Educational Technology College of Education Boise State University dennisbeck@boisestate.edu IN WORLD: IM Caleb Negulesco