Using avatars to improve engagement and community in online learning

Without doubt the recent Covid period has accelerated the move towards more online and blended learning for students. Online learning has also led to reports of isolation and reduced feelings of belonging. At the same time, students resist putting on their cameras, which might help them make more personal connections and feel more engaged with their study. The use of avatars in business education to create a pseudo-persona through which students feel more comfortable representing themselves and removing fears of being on camera may lead to more active online classroom and better outcomes – both academic and social. This case study will explore whether this hypothesis is correct and determine if there is value in creating a larger study across multiple institutions.