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Teaching in the metaverse presents a dynamic frontier for educational innovation. Avatars, serving as digital representations of teachers, play a pivotal role in shaping virtual learning experiences. This study explores the impact of avatar design and behavioral realism on student perceptions of credibility and teaching effectiveness in avatar-mediated environments. True experimental research with a 2 × 2 factorial design was conducted involving students from three campuses. Across all experimental conditions, students consistently favored realistic avatars over cartoonish ones. A crisscross pattern emerged in relation to behavioral realism. Cartoonish avatars exhibiting realistic behaviors received higher ratings for instructor credibility but not for teaching effectiveness, whereas realistic avatars with the same gestures received higher ratings for teaching effectiveness but not for instructor credibility. From an educational standpoint, leveraging realistic avatars with authentic behaviors holds great promise for enhancing the teaching and learning experiences in the metaverse. Overall, this study contributes to the growing body of literature on educational metaverse and avatar-mediated teaching and learning by shedding light on the importance of avatar design and behavioral realism in shaping student perceptions and experiences.
Manuel B. Garcia (Tue,) studied this question.