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Related Experiment Video

Updated: Sep 25, 2025

Author Spotlight: Enhancing Neurorehabilitation Through EEG, Motor Imagery, and Virtual Reality

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Published on: May 10, 2024

No Cameras, No Problem: Creating an Inclusive Research-Driven Classroom Environment Using Student-Generated Avatars.

Luzconsuelo Gavaldon¹, Socorro Nieto-Gavaldon¹, Christina E D'Arcy¹

¹The University of Texas at El Paso, El Paso, Texas, USA.

Journal of Microbiology & Biology Education

|May 2, 2022

Summary

The Researcher Avatar (RA) activity helps students in distance education create virtual identities. This promotes engagement and a sense of community in online learning environments.

Keywords:

COVID-19 active learning avatar belongingness inclusive teaching online teaching remote instruction researcher identity

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Area of Science:

Educational Technology
Online Learning
Scientific Research Training

Background:

Student engagement in distance education has increased, accelerated by the COVID-19 pandemic.
Variable student learning and engagement observed in remote settings, with limited use of interactive technologies.
Challenges exist in creating inclusive virtual learning environments that foster collaboration.

Purpose of the Study:

To address challenges in online learning engagement and inclusivity.
To introduce and evaluate the Researcher Avatar (RA) activity.
To enhance student connection and self-reflection in a virtual research course.

Main Methods:

Developed and implemented the Researcher Avatar (RA) activity.
Students created avatars depicting their identity as scientific researchers.
Avatars were used as profile pictures on the videoconferencing platform.

Main Results:

Participants created avatars incorporating stereotypical scientist imagery and personal attributes.
Avatars reflected dedication to science, collegiality, and career interests.
Students reported the activity helped them "see" and connect with classmates.

Conclusions:

The Researcher Avatar activity is a valuable tool for online learning.
It enhances peer-to-peer recognition and self-reflection on research goals.
The activity contributes to building a more inclusive and engaging virtual classroom.