Have you ever questioned whether the simulations you use in your classroom reflect the diversity of your students? This is a relevant topic at Arizona State University, and in the School of Life Sciences, we implemented a review team to specifically look at the avatars and environments shown in our simulations used for online lab classes.
Our review team developed a cultural values guide that helped staff and instructors review specific cases where avatars could appear to be stereotypes, and make suggestions for changes that would show more diversity and be more inclusive.
Beyond the Labster simulations that were initially reviewed, instructors can now use this framework to begin to question other technologies that provide simulations for their classes. Examples might be anatomy models, and web-based simulations that show avatars interacting with each other or in virtual environments. This awareness can encourage conversations about what students are seeing in classes, and hopefully will encourage a more mindful approach when building and using the technology.
Available at: https://digitalcommons.montclair.edu/eldj/vol7/iss1/4
Simulations were reviewed for:
- Using language that describes observable facts versus judgement in an assessment of an avatar.
- Showing diversity with non-binary avatars, and non-traditional roles for genders
- Modeling interactions between avatars as respectful to various communities
- Showing a diversity of religious beliefs within the scientific community
- Promoting avatars with disabilities functioning within science research environments, as well as accommodations for those with disabilities, like audio scales and readings in a lab.
Resources
Pate, Amy L. (2020) "Diverse Avatars and Inclusive Narratives in Virtual Reality Biology Simulations," The Emerging Learning Design Journal: Vol. 7 : Iss. 1 , Article 4.Available at: https://digitalcommons.montclair.edu/eldj/vol7/iss1/4
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