research-article

Avatar customization orientation and undergraduate-course outcomes: : Actual-self avatars are better than ideal-self and future-self avatars

Authors:

Rabindra Ratan,

Matthew S. Klein,

Chimobi R. Ucha,

Leticia L. CherchigliaAuthors Info & Claims

Volume 191, Issue C

https://doi.org/10.1016/j.compedu.2022.104643

Published: 01 December 2022 Publication History

Abstract

Digital education tools increasingly incorporate mechanisms traditionally associated with video games, such as avatars, defined as mediated representations of human users that facilitate interactions with others. Harnessing avatars to promote behavioral change and positive outcomes—the concept of avatar-focused gamification—is underexplored within educational contexts. The present research examines the potential for instructional designers to influence students' avatar customization orientation—defined as an individual's psychological approach to creating an avatar—to improve education-related outcomes; namely, student performance, self-efficacy, and growth mindset. Results of a field experiment (N = 170) in an undergraduate course suggest that, unexpectedly, using an ideal-self or future-self avatar, compared to an actual-self avatar, was associated with slightly lower exam scores and self-efficacy, though no association was found with growth mindset. Based on these findings, we suggest that educators encourage their students to customize avatars to represent who they actually are, while researchers should continue to explore other types of avatar customization guidelines that might be beneficial for students.

Highlights

•

Avatar customization orientation potentially influences student outcomes.

•

Students customized avatars to represent ideal, future, or actual selves.

•

Avatars were used in course-related communication through the semester.

•

Ideal- and future-self avatars unexpectedly hindered performance and self-efficacy.

•

Actual-self avatars are a better alternative to assign undergraduate students.

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Cited By

Fitton IDark EOliveira da Silva MDalton JProulx MClarke CLutteroth C(2024)Watch This! Observational Learning in VR Promotes Better Far Transfer than Active Learning for a Fine Psychomotor TaskProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642550(1-19)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642550
Mulvaney PRooney BFriehs MLeader J(2024)Social VR design features and experiential outcomes: narrative review and relationship map for dyadic agent conversationsVirtual Reality10.1007/s10055-024-00941-028:1Online publication date: 22-Feb-2024
https://dl.acm.org/doi/10.1007/s10055-024-00941-0
Pröbster MMarsden N(2023)That’s how I looked 25 years ago! Stereotypicality in avatars of a platform for further educationProceedings of Mensch und Computer 202310.1145/3603555.3608546(467-471)Online publication date: 3-Sep-2023
https://dl.acm.org/doi/10.1145/3603555.3608546
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Avatar customization orientation and undergraduate-course outcomes: Actual-self avatars are better than ideal-self and future-self avatars

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cover image Computers & Education

Computers & Education Volume 191, Issue C

Dec 2022

279 pages

ISSN:0360-1315

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Elsevier Ltd.

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Elsevier Science Ltd.

United Kingdom

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Published: 01 December 2022

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Fitton IDark EOliveira da Silva MDalton JProulx MClarke CLutteroth C(2024)Watch This! Observational Learning in VR Promotes Better Far Transfer than Active Learning for a Fine Psychomotor TaskProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642550(1-19)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642550
Mulvaney PRooney BFriehs MLeader J(2024)Social VR design features and experiential outcomes: narrative review and relationship map for dyadic agent conversationsVirtual Reality10.1007/s10055-024-00941-028:1Online publication date: 22-Feb-2024
https://dl.acm.org/doi/10.1007/s10055-024-00941-0
Pröbster MMarsden N(2023)That’s how I looked 25 years ago! Stereotypicality in avatars of a platform for further educationProceedings of Mensch und Computer 202310.1145/3603555.3608546(467-471)Online publication date: 3-Sep-2023
https://dl.acm.org/doi/10.1145/3603555.3608546
Fitton IClarke CDalton JProulx MLutteroth C(2023)Dancing with the Avatars: Minimal Avatar Customisation Enhances Learning in a Psychomotor TaskProceedings of the 2023 CHI Conference on Human Factors in Computing Systems10.1145/3544548.3580944(1-16)Online publication date: 19-Apr-2023
https://dl.acm.org/doi/10.1145/3544548.3580944
Pröbster MTomaske-Graff RHerget DLucht MMarsden N(2023)Am I Like Me? Avatar Self-similarity and Satisfaction in a Professional Training EnvironmentLearning and Collaboration Technologies10.1007/978-3-031-34411-4_26(384-400)Online publication date: 23-Jul-2023
https://dl.acm.org/doi/10.1007/978-3-031-34411-4_26

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