Avatar-based virtual reality and the associated gender stereotypes in a university environment

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Open Learning Pub Date : 2022-10-01 DOI:10.2478/eurodl-2022-0002
Monika Pröbster, Marina Velert Soto, C. Connolly, Nicola Marsden
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Abstract

Abstract Avatar-based virtual reality (VR) is becoming more prevalent in industry and educational settings. There is, however, limited research on the extent to which gender stereotypes are present in this environment. The university laboratory study presented in this paper was conducted in a VR environment with participants who were randomly assigned to male or female avatars and instructed to negotiate the role of a manager or member of staff. The results reveal differences in satisfaction regarding their roles and gender. Participants who embodied a female avatar were less happy when they were subordinates interacting with a male avatar, compared to participants embodying a male avatar in the staff role (interacting with a female avatar). Male avatars with staff roles were also more content with their avatar than male avatars with manager roles and also reported being more comfortable in the VR experience. Relevant for diversity management when integrating VR in education and business, the results are discussed in regard to self-similarity and social identity dynamics and provide insight into understanding the extent to which gender stereotypes may be present in avatar-based VR.
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基于阿凡达的虚拟现实和大学环境中相关的性别刻板印象
基于头像的虚拟现实技术(VR)在工业和教育环境中变得越来越普遍。然而,关于性别陈规定型观念在这种环境中存在的程度的研究有限。本文中提出的大学实验室研究是在虚拟现实环境中进行的,参与者被随机分配为男性或女性化身,并被指示谈判经理或员工的角色。结果揭示了他们在角色和性别方面的满意度差异。与扮演员工角色的男性角色(与女性角色互动)相比,扮演女性角色的参与者在与男性角色互动时更不开心。拥有员工角色的男性虚拟形象也比拥有经理角色的男性虚拟形象更满足于自己的虚拟形象,而且据报道,他们在虚拟现实体验中也更舒适。在将虚拟现实整合到教育和商业中时,与多样性管理相关的是,研究结果讨论了自相似性和社会身份动态,并为理解基于虚拟现实的性别刻板印象可能存在的程度提供了见解。
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来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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