Digital Avatar use and its impact on students from underrepresented groups.

An open education resource by Henry Anumudu, Digital Futures for Learning - University of Edinburgh, licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Welcome to this OER on the use of digital avatars in education contexts

In this course, we will adopt a critical approach to digital avatar use within virtual reality, in education contexts. Through the various readings and activities, we will explore the power of avatar mediated systems to simulate reality, and change its users’ behaviours. Then, we will critically explore the power dynamic within these systems, questioning who makes them, who benefits, and unveil its hidden curriculum. Lastly, we will attempt to reimagine an equitable future of learning for all learners, especially those from underserved groups.

Image source: by ▓▒░ TORLEY ░▒▓ with CC BY-SA 2.0.

Learning Objectives

Through this OER, participants will be able to:

  1. Understand the primary effects of VR and digital avatar use on individuals

  2. Discuss the application of avatar-mediated VR to educational contexts

  3. Identify and assess the power dynamics within the design and use of virtual reality

  4. Make recommendations towards a more equitable future for learning in VR

OER Content

This OER is divided into six (6) segments:

  • This briefly introduces the OER, and outlines the course objectives, content, and requirements (you are here)

  • This introduces the participant to the broader conversation on learning and digital technology as well as discusses important concepts such as VR, digital avatar, embodiment and the proteus effect (go to this module).

  • The first block explores the use of digital avatars and VR in education and how these are employed effectively by different actors to improve learning (go to this module)

  • This block considers the limitations of digital avatars introducing the participants to critical examination of power asymmetry, inequality and hidden curriculum that excludes learners from underserved groups (go to this module).

  • The third block attempts to use cultural responsive computing and afrofuturism as strategies to reimagine an equitable future for digital learning (go to this module)

  • Works used in the creation of this OER and an opportunity to leave feedback for its author can be found within this final block (got to this block)

OER Requirements

Here are some of the things you may need to successfully engage with and complete this OER.

  1. A computer device with access to the internet. A laptop is recommended for use for improved immersion with separate tabs and activities of the OER. Although, a smartphone still serves adequately.

  2. Three hours is the earmarked time for completion of the OER. However, this may vary depending on the participant.

  3. The motivation and ability to engage with the reflections and activities of the OER.