Inclusion in Online Biology Simulations

Online textbooks and simulations have become commonplace in online courses. However, there is an increased need to review online content from an "inclusive lens".

More research has helped instructors understand the value of embedding case studies and role models into their traditional courses that depict different genders and diverse ethnicities. Too often, computer-generated simulations use stereotypes and implicit bias to create narratives and visuals, and professionals that design the simulations are rarely educated in inclusion and diversity issues. However, students using virtual-reality headsets found themselves completely immersed in the storyline, and often empathetic to the avatars. Under-represented communities need to be able to see themselves as scientists, researchers, leaders in science, and our simulations needed to reflect the diversity of our school.

At the School of Life Sciences, we created a team that would review all new simulation content with an inclusive and diverse perspective. We trained with Renee Klug, and she helped us facilitate a shared values document that guided our reviews and created dialogues with the vendors of the content. Below is the framework and examples of what we looked for in reviewing a technology simulation:

• Language: Text, voice, and discussions should focus on description over judgement. Descriptions are observable, literal facts, as opposed to a judgement statement that is an interpretation or evaluation of what the viewer may feel about what they see. Example: “Is this woman dressed appropriately to work in a lab?”
• Empathy: Include an understanding of emotions and experiences in another person, which will lead to a more humane interaction between avatars. Example: Apply empathy from doctor to a patient for the difficult decision involving a possible abortion of a fetus.
• Diversity: Include a broad lens for creating avatars, and avoid cultural assumptions of people. Gender example: Women seen as doctors and lead researchers. Race, Culture, Ethnicity example: avoid typical stereotypes and accurately and respectfully show diverse people as community leaders
• Religion: Include broad examples of world religions respectfully, and include people with diverse beliefs as scientists Example: avatars wearing religious symbols like a cross, kippot or hijab. Disabilities: Include broad examples of people with disabilities working in the science industry.  Example: Insert assistive devices for helping researchers with disabilities, like ramps, audio weight scales, screen readers, etc.

This framework was used in reviewing approximately 30 different simulations by a team of people at ASU representing a variety of units. Overall, the students responded positively to the changes in the simulations, and the shared values document continues to be used in future partnerships. We recommend it as an easy way for instructors to quickly review new content before including it in their courses. For more information, please contact the TeachTech Lab.