References

Allen, P. (2021, November 15). What is the Metaverse? Here's Why It Matters. Time. https://time.com/6116826/what-is-the-metaverse/

Apple, M. (2019). The Hidden Curriculum and the Nature of Conflict. In Ideology and Curriculum (pp. 85-108). Routledge, Taylor & Francis Group.

Bailenson, J. N., Yee, N., J, B., Beall, A. C., Lunblad, N., & Michael, J. (2008). The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context. Journal of the Learning Sciences, 17(1), 102–141. 10.1080/10508400701793141

Baylor, A. L. (2011). The design of motivational agents and avatars. Education Tech Research Dev, 59, 291–300.

Blake, A. M., & Moseley, J. L. (2010). The Emerging Technology of Avatars: Some Educational Considerations. Educational Technology, 50(2), 13-20.

Byrne, D. N. (2008). The future of (the) ‘race’: Identity, discourse, and the rise of computer- mediated public spheres. In A. Everett (Ed.), Learning race and ethnicity: Youth and digital media (pp. 15-38). The MIT Press.

Cook, S., Friedman, H. S., A, D. K., Cui, J., & Popescu, V. (2016). Hand Gesture and Mathematics Learning: Lessons From an Avatar. Cognitive Science, 41(2), 518-535.

Curry, D. (2022, January 11). Minecraft Revenue and Usage Statistics (2022). Business of Apps. Retrieved February 26, 2022, from https://www.businessofapps.com/data/minecraft-statistics/

Curry, D. (2022, January 11). Roblox Revenue and Usage Statistics (2022). Business of Apps. Retrieved February 26, 2022, from https://www.businessofapps.com/data/roblox-statistics/

Deuchar, S., & Nodder, C. (2003). The impact of avatars and 3D virtual world creation on learning. In S. Mann & A. Williamson (Eds.), The proceedings of the 16th Annual NACCQ Conference (pp. 255-258). Palmerston North.

Egkolfopoulou, B., & Gardner, A. (2021, December 6). Why Do Some CryptoPunk NFTs Cost More? Prices Show Metaverse Diversity Problem. Bloomberg.com. https://www.bloomberg.com/news/features/2021-12-06/cryptopunk-nft-prices-suggest-a-diversity-problem-in-the-metaverse

Eglash, R., Gilbert, J., & Foster, E. (2013). Toward culturally responsive computing education. Communications of the ACM, 56(7), 33-36.

Facer, K. (2016). Using the Future in Education: Creating Space for Openness, Hope and Novelty. In H. E. Lees & N. Noddings (Eds.), The Palgrave International Handbook of Alternative Education. Palgrave Macmillan UK.

Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer? British Journal of Educational Technology, 41(1), 108-122.

Freeman, G., & Maloney, D. (2020). Body, Avatar, and Me: The Presentation and Perception of Self in Social Virtual Reality. Proceedings of the ACM on Human-Computer Interaction, 4(CSCW3), 1-27. https://doi.org/10.1145/3432938

Gaskins, N. (2016). Afrofuturismon Web3.0: Vernacular Cartography and Augmented Space. In R. Anderson & C. E. Jones (Eds.), Afrofuturism 2.0: The Rise of Astro-blackness (pp. 27-44). Lexington Books.

Gaskins, N. R. (2019). Techno-Vernacular Creativity and Innovation across the African Diaspora and Global South. In R. Benjamin (Ed.), Captivating Technology: Race, Carceral Technoscience, and Liberatory Imagination in Everyday Life (pp. 252-274). Duke University Press.

Hamilton, E., & Friesen, N. (2013). Online Education: A Science and Technology Studies Perspective. Canadian Journal of Learning and Technology, 39(2), 1-21.

Harrell, D. F., & Lim, C.-U. (2017). Reimagining the Avatar Dream: Modeling Social Identity in Digital Media. COMMUNICATIONS OF THE ACM, 60(7), 50-61.

Holbert, N., Dando, M., & Correa, i. (2020). Afrofuturism as critical constructionist design: building futures from the past and present. Learning, Media and Technology, 45(4), 328-344.

Jakobsson, M., Donk, O., & Van Dijk, B. (1999). Why Bill Was Killed: Understanding Social Interaction in Virtual Worlds. In A. Nijholt (Ed.), Interactions in Virtual Worlds. Proceedings of the Fifteenth Twente Workshop on Language Technology (pp. 95-102). Enschede, The Netherlands: Twente University. https://research.utwente.nl/files/5125939/twlt15.pdf#page=108

Kalning, K. (2007, March 11). If Second Life isn't a game, what is it? NBC News. Retrieved February 26, 2022, from https://www.nbcnews.com/id/wbna17538999

Kargarmoakhar, M., Lunn, S., Zahedi, L., Ross, M., Hazari, Z., & Weiss, M. A. (2020). Understanding the Experiences that Contribute to the Inclusion of Underrepresented Groups in Computing. 2020 IEEE Frontiers in Education Conference (FIE), 1-9.

Lachney, M., Bennet, A., Eglash, R., Yadav, A., & Moudgalya, S. (2021). Teaching in an open village: a case study on culturally responsive computing in compulsory education. Computer Science Education, 31(4), 462-488.

Lachney, M., Eglash, R., Bennett, A., Babbitt, W., Foy, L., Drazin, M., & Rich, K. (2021). pH empowered: community participation in culturally responsive computing education. Learning, Media and Technology, 46(3), 333-354.

Manninen, T. (2007). The value of virtual assets: The role of game characters in MMOGs. International Journal of Business Science & Applied Management (IJBSAM), 2(1), 21-33.

Martey, R. M., & Stromer-Galley, J. (2007). The Digital Dollhouse: Context and Social Norms in the Sims Online. Games and Culture: A Journal of Interactive Media, 2(4), 314-334.

Monroe, B. J. (2004). Crossing the Digital Divide: Race, Writing, and Technology in the Classroom. Teachers College Press.

NKONDE, M. (2022, February 8). Meta What? Meta Who: The Need for a Feminist Analysis of the Facebook Metaverse. Ms. Magazine. https://msmagazine.com/2022/02/08/meta-feminist-facebook-metaverse-women-rape-sex-assault/

Oliver, M. (2011). Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology. Journal of Computer Assisted Learning, 27, 373–384. doi: 10.1111/j.1365-2729.2011.00406.x

Philip, K. (2021). The Internet will be decolonised. In T. S. Mullaney, B. Peters, M. Hicks, & K. Philip (Eds.), Your Computer Is on Fire. MIT Press.

Rospigliosi, P. (2022). Metaverse or Simulacra? Roblox, Minecraft, Meta and the turn to virtual reality for education, socialisation and work. Interactive Learning Environments, 30(1), 1-3. 10.1080/10494820.2022.2022899

Scott, K. A., Sheridan, K. M., & Clark, K. (2014). Culturally responsive computing: a theory revisited. Learning, Media and Technology, 40(4), 412-436.

Scott, K. A., & White, M. A. (2013). COMPUGIRLS’ Standpoint: Culturally Responsive Computing and Its Effect on Girls of Color. Urban Education, 48(5), 657-681.

Silberg, J., & Manyika, J. (2019, June 6). Tackling bias in artificial intelligence (and in humans). McKinsey. https://www.mckinsey.com/featured-insights/artificial-intelligence/tackling-bias-in-artificial-intelligence-and-in-humans

Sims, T., Raposo, S., Bailenson, J. N., & Carstensen, L. L. (2020). The Future Is Now: Age-Progressed Images Motivate Community College Students to Prepare for Their Financial Futures. Journal of Experimental Psychology: Applied, 26(4), 593-603.

Taylor, T. L. (2002). Living digitally: Embodiment in virtual worlds. In R. Schroeder (Ed.), The social life of avatars: Presence and interaction in shared virtual environments (pp. 40-62). Springer-Verlag.

VR for Education - The Future of Education. (n.d.). Immersion VR. https://immersionvr.co.uk/about-360vr/vr-for-education/

Wyatt, S. (2008). Technological Determinism Is Dead; Long Live Technological Determinism. In O. Amsterdamska, M. E. Lynch, J. Wajcman, & E. J. Hackett (Eds.), The Handbook of Science and Technology Studies, Third Edition (pp. 165-180). Sage.

Yee, N., & Bailenson, J. (2007). The Proteus effect: The effect of transformed self-representation on behavior. Human communication research, 33(3), 271-290. doi:10.1111/j.1468-2958.2007.00299.x

Yee, N., Bailenson, J., & Ducheneaut, N. (2009). The Proteus effect: Implications of transformed digital self-representation on online and offline behavior. Communication Research, 36(2), 285-312. 10.1177/0093650208330254