ERIC EJ1120611: "Thinking as Someone Else": Using Avatars in Teacher Education and the Challenge to Think and Act as Someone Else

2016·0.11 MB·English

by  ERIC

“Thinking as Someone Else” – Using Avatars in Teacher Education 127

“Thinking as Someone Else”
Using Avatars in Teacher Education and
The Challenge to Think and Act as Someone Else

Helge Wasmuth
Mercy College, New York

Abstract
This article discusses an alternative learning project that was conducted in an online course at a teacher
education program from Fall 2012 to Fall 2015. As part of the course, students had to create avatars, an
alter ego, and think and act as their avatars when faced with educational issues. The project strives to
overcome challenges that teacher education programs have to take into account when preparing students
to become teachers. A qualitative research study was conducted in order to find out more about the
students’ thinking and learning in this innovative approach of the online class. Results of the study and
the implications for the project will be discussed.

Keywords
Avatar, experiential learning, innovative teaching methods, teacher education, alternative teacher
education project

Introduction In conclusion, thoughts on the impact of the
study’s results on the future implementation of
Teaching aspiring teachers, in particular what it
the project will be presented (4).
means to be a teacher, is complex. Thus, teacher

education programs must strive to support their
students in understanding and experiencing the The Avatar Project - Necessity and
complexities of being a teacher in order to Project’s Course
prepare them for the realities of the classroom.
Teacher education programs tackle complex
While it is impossible to simulate all the realities
problems. They must prepare future teachers for
in a higher education classroom, teacher
making the leap from theory into praxis
educators need to try by using experimental
(Darling-Hammond & Baratz-Snowden, 2007)
learning and teaching methods.
and assist them in examining “their taken-for-
This paper describes a project that
granted-beliefs” (Feinman-Nenser & Norman,
attempted to overcome these challenges. In the
______________________________
following, the project and its necessity will be Corresponding Author:
described briefly (1), subsequently the research Helge Wasmuth, School of Education, Mercy College, 555
Broadway, Dobbs Ferry, NY 1022
question and method will be explained (2), and
Email: [email protected]
initial results of the study will be discussed (3).

Global Education Review is a publication of The School of Education at Mercy College, New York. This is an Open Access article distributed under the terms of the Creative
Commons Attribution-Noncommercial 3.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is
properly cited. Citation: Wasmuth, Helge (2016). “Thinking as someone else” - Using avatars in teacher education and the challenge to think and act as

someone else. Global Education Review, 3 (4). 127-145
128 Global Education Review 3(4)
2000, p. 737) about what it means to be a education is that we need to be objective and
teacher. Teacher education programs need to that emotions should not be guiding our
help their students to understand the complexity decisions, because they impair our professional
of teaching and being a teacher. Unfortunately, judgment. Emotions and affect are viewed as
such programs often fail in regards to this task “signs of unprofessional demeanor” (Noddings,
(Darling-Hammond & Baratz-Snowden, 2007; 1996, p. 151). However, this perspective limits
Leaman & Flanagan, 2013). The complexity of students’ learning experience and their
teaching cannot be understood simply through understanding of what they are studying, as it
lectures or readings on this topic. Aspiring reduces their engagement. Emotional responses
teachers need to experience what it means to be are an important part of the overall learning
a teacher. Thus, teacher educators are faced with process and should be valued (Volk, 2012). The
the challenge of creating an authentic classroom understanding of human beings differs from
(Leaman & Flanagan, 2013). They need to go other objects of study, because individuals have
beyond traditional higher education teaching feelings and intentions, as well as values, and all
methods and implement experimental learning these have an impact on their behavior. If we
methods that engage students in meaningful want to understand learning and how to teach
ways and stimulate academic inquiry. better, we need to understand human behavior
Unfortunately, it is difficult, or rather almost as well. Instead of ignoring it, emotions need to
impossible, to create such a realistic learning be considered and valued, especially when they
environment that prepares future teachers are part of the phenomenon the students learn
satisfactorily. The result is that new teachers about, as in the case of teacher education. The
often feel unprepared and overwhelmed when understanding of human behavior “comes from
faced with an actual classroom. Traditional trying to put oneself in the other person’s shoes,
teaching and learning methods, lectures and from trying to discern how others think, act, and
conventional assignments do not sufficiently feel” (Patton, 2001, p. 49), so it follows that it is
prepare students. Why is this so? It is helpful to important to support students in acquiring such
outline at least a few of these challenges, as it an ability. Teachers need empathy, the capacity
will at the same time demonstrate the necessity to “understand the stance, position, feelings,
and meaning of the avatar project. experiences, and worldview of others” (Patton,
When we think of teacher education, we 2001, 52); a capacity that needs to be practiced.
have to recognize that teaching and the Thus, teacher education programs need to offer
classroom is a place filled with human beings appropriate learning opportunities.
(and their emotions), and that learning is The avatar project offers such an approach
connected to emotion. But feelings and affect are towards learning. Just as Noddings (1996)
normally not taken into account in higher argued for stories in teacher education, this
education (Noddings, 1996). Usually, project goes beyond the usual abstract and
educational issues are discussed in an abstract rational discussions. The avatar project
way, without considering what they really mean constructs a place where conflicts and thoughts,
for individuals. “In Western thought, affect and reform ideas, and their consequences, are not
emotion have been distrusted, denigrated or at abstract concepts to be examined and analyzed
least set aside in favor of reason” (Noddings, as an academic exercise, but as personal and
1996, p. 151). Emotions and feelings are not emotional encounters. Using avatars supports
valued; rather they are neglected and almost students’ understanding of the fact that teachers,
seen as damaging. What we learn in higher principals, parents, and children are individuals
“Thinking as Someone Else” – Using Avatars in Teacher Education 129

with feelings, and that these emotions have an understand the complexities of being a teacher
impact on the decisions they make. Since the (Wasmuth, 2015; Wasmuth & Pind-Rossnagel,
students do not think and act as themselves, but 2015). Ninety-three percent of the students who
as their avatars, they must apply other provided feedback at the end of the course
perspectives to clarify and expand their own described the project as an interesting and
thinking. They have to “think outside of the box” meaningful learning experience. The Avatar
and develop new ways of examining their values Project seems to be a way to go beyond
and assumptions. Trying to be someone else also traditional learning and teaching, a promising
helps students realize that educational situations way to create a more realistic and meaningful
can be ambiguous, and that the role of the context that permits students to experience what
stakeholder, be it a teacher, principal, parent, or it means to be a teacher (Wasmuth & Pind-
child matters, and that it is essential to the Rossnagel, 2015).
decisions that are being made. In education, How does it work? Students create an
most situations are not “black” or “white” and avatar and then think and act accordingly. An
decisions are not always straightforward. avatar, usually translated from Sanskrit as
Students need to understand that there is not “incarnation”, but more accurately means
always a clear answer to a problem. Creating a “appearance” or “manifestation”, can be
scenario such as in the avatar project helps understood as the user’s alter ego (Merriam-
students to understand that various stakeholders Webster). A person, here a student, creates a
feel, think, and act differently and that opinions new identity and starts to think and act as this
need to be considered in a school context, and character. Thus, students are forced to present
that such decisions have an impact on real their ideas about educational scenarios from the
people. Thus, teaching and learning become perspective of their avatar – they put themselves
more real to the students – as much as this is in someone else’s shoes.
possible. Approximately three weeks into the
Teacher educators should consider the semester, students receive detailed information
challenges outlined above. One way to create a about the project (Wasmuth, 2015).
more realistic and engaging learning Subsequently, the students have to “give birth”
environment is the use of “avatars,” i.e., asking to their avatars and create unique personalities.
students to create unique characters in order to To achieve this goal, students are provided with
investigate and experience real world scenarios only a few basic facts about their avatars: the
from different points of view. Such an approach age, gender, occupation, and the number and
has been used successfully in studying history age of their children, if any. No additional
(Sheffer, 2009; Volk, 2012, 2013), and recently information is provided regarding the avatar’s
in teacher education as well (Wasmuth, 2015; personality, as the students should have the
Wasmuth & Pind-Rossnagel, 2015). I used freedom to create a personality they can relate
avatars as an ongoing course assignment of an to: A character they like or dislike: the principal
online course, “Introduction to Early Childhood they loathed, the teacher they admired, or the
Education.” The project was developed in the fall teacher they hated wholeheartedly – this is the
of 2012 and was used with seven different students’ choice. “Giving birth” is the most
classes since then. In total, 118 students have important part of this assignment. The students
participated, acted and thought as their avatars, have to decide, from the start, what kind of
and provided feedback on the project1. So far, it person they want to be. Once their avatar is
seems that the project enables students to better “born”, there is no way back, or at least that is
130 Global Education Review 3(4)
what I tried to achieve with this project. For this Research Interest and Research
reason, the importance of this first step was
Method
emphasized increasingly and the students were
Initially, the project was meant to be fun and I
encouraged to think carefully about their
wanted to create an assignment that was
avatar’s personality before presenting to the
different compared to the traditional
class. So far, “giving birth” has been one of the
assignments in most teacher education
most fascinating parts of the project, and while
programs and online courses. Instead of letting
the results in each class were very different, each
the students simply write another paper, I
time they were surprising in their own way
wanted them to experience something new.
(Wasmuth, 2015).
While I had anticipated that such a project
Once the avatar is “born”, the students
would support the students in their personal and
need to think and act as he/she would; or at least
professional development, I was surprised by the
they need to try. I remind them continually to
project’s potential for meaningful learning. After
speak with the voice of their avatar and not with
the first cycle, it became clear that the avatar
their own, that the project’s purpose is not about
project could be more than a normal
what they think, but what their avatar thinks.
assignment.
Thus, all entries in the online course are
One indicator was the students’
published in the name of the avatar and I am the
engagement, which was more passionate than
only one who knows the real identity of the
usual (Wasmuth, 2015). Further, as mentioned
avatar until the end of the project. The
earlier, the students’ feedback at the end of the
anonymity is an important aspect of the project
project has been very positive so far. Ninety-
because it gives the students the chance to
three percent of the students enjoyed the project
present perspectives that are uncomfortable for
even if they were initially hesitant or thought it
them without the fear of being judged (Wasmuth
would be more work, – something that cannot
2015).
be said about too many assignments. More
After the students introduce their avatars,
important, many described the project as
they receive a new topic every second week. The
meaningful and thought that it prepared them
topics cover important issues that need to be
for their future role as a teacher (Wasmuth,
understood by future teachers in the field of
2015; Wasmuth & Pind-Rossnagel, 2015). As one
early childhood education. Some of the topics
student said,
are considered controversial. Examples of
controversial topics are Tragedy at Local “At first I wasn’t crazy about the idea
School, New Tests for Early Childhood of this project. After the discussions were
Education, The New Teacher Annual posted it was way more interesting than I
Professional Performance Review (APPR), could ever thought. I had to think like a
principal would. It was fun to write in
Governor Signs Bill Allowing Armed Teachers
in the Classroom, New Reward System, or someone else’s point of view, especially a
Spanking. The students have approximately principal.”
seven days to post their avatars’ opinions;
What turned the project into a meaningful
sometimes it is sufficient to write a statement,
learning experience? As stated before, it is
sometimes discussions between the avatars are
essential that students think thoroughly about
encouraged.
their avatar’s identity in order to be able to act

and think as this personality later. However, it
was immediately clear that many students had
“Thinking as Someone Else” – Using Avatars in Teacher Education 131

difficulties staying in the role and acting as using specific strategies that enabled them to
their avatars. Instead, students replied with their think as their avatars? And which situations
own opinions. One of the students wrote, made it so difficult for them to continue being
their avatars? To get a better understanding of
“It was a challenge to be able to put
the phenomena, more specific research and data
myself in my character’s shoes with some
needed to be gathered.
of the educational issues that were
To compile further data, a qualitative
presented each week. There were times I
approach seemed to be the best choice
debated and struggled to write my own
(Merriam/Tisdell, 2016; Patton, 2001; Wolcott,
opinion, but was often reminded that it
1994). According to Strauss and Corbin (1998),
was not about me, but that of a parent who
qualitative methods “can be used to obtain the
was struggling to understand all the
intricate details about phenomena such as
educational changes his twin girls were
feelings, thought processes, and emotions that
undergoing.”
are difficult to extract or learn about through
I had not really anticipated this struggle, more conventional research methods” (p. 11).
but found it quite interesting and started to For a project that values emotions, qualitative
wonder: How were the students actually creating research makes sense because qualitative data
their avatars and how did they manage (or not) can describe, capture and communicate the
to stay in role? To find out more, I added more
students’ experience of the project in their own
specific questions to the general feedback words (Patton, 2001). Qualitative research helps
questions following completion of the online to understand how people interpret their
course such as, Were you really able to think as experiences, how they construct their world, and
your avatar or did you express your own what meaning they give to their own experiences
opinion? Was it difficult to think about these (Merriam/Tisdell, 2016). Qualitative research
issues from a different point of view? When did methods typically produce a wealth of detailed
you stop being your avatar and why? Many information about a small number of students,
students clearly stated their struggle to reply as
their learning, and their thinking (Patton, 2001).
their avatars during the course of the project. Hence, to understand how students created their
One student explained, avatars’ personalities, and why they struggled
with thinking and acting as those, a qualitative
“For many of the topics, I was able to
method was chosen.
separate my own opinions from my avatar,
Various qualitative research methods exist
but it wasn't necessarily easy! There were
that enable the researcher to collect the data
many times that I felt that my avatar
needed to better understand the thinking of
character could easily bend to my own
personal opinions in order to speak more students. A method widely used in education is
grounded theory (Bryant/Charmaz, 2007;
on a point, but I felt a conflict in doing this
Charmaz, 2007; Corbin/Strauss, 2008).
as my avatar character dug their heels in
Grounded theory is a specific research
deeper and deeper into their character
methodology introduced by sociologists Glaser
with every passing topic.”
and Strauss in 1967 and is now applied in all
By falling back into their own thinking,
disciplines and fields of practice
students jeopardized the whole experience. But
(Merriam/Tisdell, 2016). In grounded theory,
why was it so challenging for many of them to
the researcher assumes “an inductive stance and
stay in role? Were the ones who were successful
strives to derive meaning from the data. The
132 Global Education Review 3(4)
result of this type of qualitative study is a theory participants to describe and reflect upon their
that emerges from, or is ‘grounded’ in, the data - experiences (Charmaz, 2006;
hence, grounded theory” (Merriam/Tisdell, Gubrium/Holstein, 2012; Kvale, 1996).
2016, p. 31). Interviewing encourages the interviewee to
Despite its popularity, limits and share rich descriptions of phenomena while
challenges need to be considered leaving the interpretation or analysis to the
(Thomas/James, 2006). Grounded theory as investigators. Thus, interviews contribute to a
qualitative research claims that theory is built body of knowledge based on the meanings that
from “inductively analyzing a social the project experience held for the participants.
phenomenon” (Merriam/Tisdell, 2016, p.7). As the project had been part of an online
Real grounded theory claims to produce course, I conducted the interviews online.
substantive theory. While I was interested in Online interviews have become popular tools for
analyzing a social phenomenon, I did not aim to data collection (James/Busher, 2012).
generate a substantive theory. Theory, Researchers have taken face-to-face approaches
understood as “as a set of statements telling us to interviewing (Gubrium/Holstein, 2012; Kvale,
something new about the social world and which 1996) and modified them for the online
can be proved or disproved by empirical environment (James/Busher, 2012). Online
investigation” (Thomas/James, 2006), was not interviews can produce a wealth of data about
my research goal. I simply wanted to understand people's experiences, thoughts, and feelings
my students better. Thus, I am offering a from their perspectives. For the study,
narrative in order to learn more about my asynchronous online interviews were used,
students’ way of thinking during the avatar interviews that are carried out in a time-lapsed
project. In other words, I do not claim to do manner. The result of such a mailed
grounded theory, but drew heavily from its questionnaire are elicited texts, i.e., the
ideas. I am also not following the specific involvement of research participants in writing
procedures of grounded theory, which still the data (Charmaz, 2006). Elicited texts
seems legitimate, as the analytic thinking generate data that resemble interview data, but
process in qualitative research should be with the disadvantage that researchers cannot
“relaxed, flexible and driven by insight gained modify or reword a question once they ask it.
through interaction with data rather than being There is also no immediate possibility of
overly structured and based only on procedures” following up on a statement (Charmaz, 2006). It
(Corbin/Strauss, 2008, p. 12). Hence, while I am is also more challenging to collect in-depth data
referring to the systematic strategy for analyzing through online interviewing because repeated
any data set provided by grounded theory, I am interactions and a closer reflection of the
not claiming that I am doing grounded theory interview issues are not possible, and
and that my result is a substantive theory. interviewees mimic and reactions cannot be
To get a better understanding of my observed (James/Busher, 2006). Still, online
students’ thinking and learning during the interviews seemed the appropriate choice, as
project, I contacted ten former students and many of the online students did not live close to
asked if they would participate in a study by the campus. An advantage of online interview is
answering a questionnaire. Interviewing that it enables the students to think carefully
participants is a common qualitative research about their answers, which can produce more
method that permits the exploration of thorough answers, which was important for my
particular topics of interest and enables the research interest.
“Thinking as Someone Else” – Using Avatars in Teacher Education 133

The students I contacted were participants have provided less insight in my specific
of the project in the two semesters previous to research interest. Thus, such guidance was
the research study. I contacted only students necessary and warranted.
from these two semesters because I was The questionnaire had two parts. The five
assuming that their memories of their avatar’s questions of the first part referred to the
lives would still be vivid. The students were not challenge of creating an avatar’s personality and
picked randomly, I chose students who had acting accordingly, while the three questions of
developed interesting characters and/or who the second part referred to a specific topic, the
had expressed difficulties with staying in role. issue of spanking. The students were informed
One example is a student that stated, “There that they were permitted to only answer those
were a few posts like the Gay Teacher one where questions that they felt comfortable with, and
I just HAD to put my own opinion and morals that they should write as much as they deemed
[…]. It was such a challenge to think outside of necessary. They were further informed that the
my own mentality but I really enjoyed it.” research was not about “right or wrong answers”
Further, I only contacted students who had and that they should write what they thought
enjoyed the project, experienced it as and felt. Students could also take as much time
meaningful and/ or as a good preparation for as they needed to answer the questions.
becoming a teacher. While this of course limits Out of the ten students contacted, nine
the students’ perspective on the project, it is agreed to participate and eventually seven
justifiable as such students represent the students answered the questionnaire. The
majority of the participants (Wasmuth, 2015). participation of only seven students meant a
In the initial contact, students were very small study, but since the aim was to
informed about the research purpose, promised understand the students’ thinking and their
that their participation would be anonymous, feelings, a small sample and limited data do not
and that their statements would be used to necessarily pose problems (Charmaz, 2006). The
illustrate and find out more about certain objective was not to generalize findings to a
aspects of my research interest. After the broader population, but to explain a specific
students agreed to participate in the study, they phenomenon, and samples of this phenomena
received an open-ended questionnaire were, hence, sufficient (Corbin/Strauss, 1990).
(Attachment A). Open-ended questions are part After receiving all responses, the data
of a less structured interview strategy, in which coding started (Charmaz, 2006; Corbin/Strauss,
the interviewee is more a participant of meaning 2008; Holton 2007). Coding “means naming
making than someone from which information is segments of data with a label that
retrieved (DiCicco-Bloom/Crabtree, 2006). simultaneously categorizes, summarizes, and
Open-ended questions permit the researcher to accounts for each piece of data” (Charmaz, 2006,
understand the project as seen by the p. 43). Through coding, the researcher defines
participants (Patton, 2001). Due to my research what is happening in the data and begins to
interest, I had to specify the questions, which grapple with what it could mean. To start, I
predetermined the students’ points of view. conducted a phase of initial coding, naming each
However, the goal was to keep the questions as line or segment of data (Charmaz, 2006; Holton
open as possible. More open questions such as 2007). After a comparison of the codes, a phase
“how did you feel when you answered as your of a focused coding followed, using the most
avatar” would probably have revealed more the significant and frequent initial codes to sort,
participants’ feelings and thinking, but might synthesize, integrate, and organize the data
134 Global Education Review 3(4)
(Charmaz, 2006). The most important results of feedback on their experience as their avatar
this process will be presented in the following without answering each question. Together with
chapter. their initial feedback, the responses represent
the analyzed data. The most interesting findings
“Thinking as Someone Else” – The will be presented in the following.
Students’ Interpretation
As said earlier, teacher education programs need “Giving Birth” – Developing a
to help their students to understand the Background Story
complexity of teaching and being a teacher, and As mentioned earlier, “giving birth” is probably
in order to be successful in this task, the the most interesting part of the whole project.
programs need to overcome certain challenges. The students’ creativity was constantly
Students need to develop and practice the surprising and many developed background
capacity to “understand the stance, position, stories full of details (Wasmuth, 2015). While
feelings, experiences, and worldview of others” thinking about why students struggled to stay in
(Patton, 2001, 52). One way to practice this skill role, I asked myself: How do they create their
is to put oneself in other’s shoes. Students also avatars? Are they using strategies and do they
need to “think outside of the box” and develop determine which kind of person they want to be
new ways of examining their values and from the beginning? And how can it help them
assumptions in order to realize that educational to act as their avatar during the further course of
situations are ambiguous. While the avatar the project?
project seemed to be an innovative teaching It is interesting to compare two responses
method that could support students in from students creating avatars with the same
developing these abilities, it also became clear background information: female, 19 years old,
that students had difficulties in staying in role parent, one or two children to see the differences
and acting and thinking as their avatars. To in how the students created their avatars. I had
learn more, I wanted to find out how students not chosen these two participants for the
created their avatars, if they used certain research because they had the same background
strategies to think and act as their avatars, and information (which was, as I realized later, the
in which situations they were not able to stay in case with two other research participants as
role and why. well), but based on their interesting avatars and
In the following, the most revealing engagement in the project. However, it is
findings of the coding process will be described. interesting to know if and how the background
The participants’ replies discussed included the information influenced the elaboration of the
benefits of the project’s anonymity or their avatars’ personalities and the students’ interest
feelings when they received feedback or in the project.
criticism, but the analysis will focus on the The first avatar, Sanaa2, introduced herself
responses that were closely related to my as following,
research interest. Since it is the students’
“Hello. So sorry I am late with my
interpretation of the project, I draw heavily on
post, but I have two jobs and sometimes
their original quotes, so that student voices can
don’t get in till after midnight, and by then
be heard.
I am too tired to be thinking about posting
The students’ responses varied to a great
on some blog, but my girlfriend told me it
extent. While some participants answered every
was welcoming and safe here to post how I
specific question, others gave more general
feel, so here goes: My name is Sanaa
“Thinking as Someone Else” – Using Avatars in Teacher Education 135

Harper-Levine. I am a 19-year-old single something within each individual that will
parent. Life has not been kind to me. keep them going no matter what the
When my parents discovered that I was obstacles may be. I now have two jobs, and
pregnant, my life changed dramatically. It working on moving on my own and my
did not matter that my lover was a little boy, Jaeson, (he’s 4 years old BTW)
professor at our local university. What is attending a great Montessori Day Care
mattered was that I was unmarried and Program. There are those who will say that
had a secret relationship with a non-white, my story is the exception and not the
married individual. Both school officials norm. Not so. I submit to all readers that
and surprisingly, my parents, dismissed anything is possible despite all obstacles.
the fact that I was an honor student on If you have hope in your heart, a will to
scholarship. Thus, both the school and my succeed, and angels to help guide your
so-called ‘liberal’ parents kicked me out. way, never looking for a hand OUT, but a
The term ‘it takes a village’ took on new hand UP.........then SUCCESS is in your
meaning for me because my ‘village’ future!!”
became a group of strangers who not only
As can be seen, Sanaa introduced herself
encouraged me and gave free lodging to
with a long and fascinating background story
both me and my child, but assisted in
that included an affair with a married professor,
providing all the tools I would need to ‘see
an unwanted pregnancy, getting “kicked-out” by
the light at the end of the tunnel’. It is true
the parents, and living in a shelter. At the same
that I made a mistake in judgment, and all
time, Sanaa was described as a smart and strong
of my so-called ‘smarts’ obviously
personality, having been an honor student with a
excluded common sense. However, I never
scholarship and now being in two jobs while
dreamed that we would live in a shelter
attending community college. Obviously, the
run by a group of ‘seasoned survivors’ for
participant invested a lot of time in creating an
an entire year and to this day. Now, I am
avatar she was interested in and must have cared
enrolled in a community college, learning
about. When asked about how she created the
a skill that will allow me to obtain gainful
avatar, the Sanaa answered,
employment and, with the help of the new
“I tried to think like the nineteen-year
school I go to, I found a job that though
olds I see now, BUT this one had a little bit
good (I’m a temp) cannot support both me
more on her plate because she was a single
and my child, which is why I work two
parent and had many more
jobs and don’t have time for hobbies.
responsibilities than the average person
During this time of extreme stress, I
her age. I wanted her to be strong but
learned that there are all kinds of
sometimes naïve about certain things that
prejudice: against women in general and
a 19-year-old wouldn’t possess at such a
single women with children in particular;
young age.”
and, worst of all.......the willingness of “the
powerful” to believe that a young person Right from the beginning, a clear idea of
who is in serious trouble desperately the avatar’s personality existed: Strong, but also
wants to climb out of the barrel and move a bit naïve because of her age, and somehow
up the ladder of success. I am a living disappointed by her life experience.
witness that, despite all odds, success is The other avatar’s name was Isamar. She
possible. Achieving it requires a unique introduced herself in the following way:
136 Global Education Review 3(4)
“Hello everyone, at night; thus, creating a strong personality
My name is Isamar Maldonado. I am seems to be important for both participants.
19 years old. I am currently working as an Interestingly, she is not mentioning the father(s)
Administrative Assistant at a private of her children at all. When asked about
doctor's office. Also, I am going to school developing the avatar, Isamar replied,
at night to earn a degree in Nursing. It
“At first, when I ‘gave birth’ to my
seems that I am always juggling around
avatar, I originally went with the concept
with all of the things I have to focus on in
of a married 19-year-old, whose husband
my life. I am always doing something:
was in the military, and a mother of 3-
working, going to school, homework, and
year-old twins. After some thought, I
spending time with my babies; let's just
changed her into a single mother of 2, a 4-
say that I do not have a lot of ‘me’ time.
year-old son and a 1-year-old daughter.”
I am a single mother of two beautiful
Again, it becomes clear that the student
children. My son is 4 years old and is in
put a lot of thought in the process and even
Pre-K. My daughter is 1 and does not go to
modified the initial background story to develop
school yet. Sometimes, I wonder how I am
an interesting avatar character.
able to do all that I do but I know the
These two cases are only examples, but it
answer to that: my mother. My mother
seems that many students really made an effort
has been my rock since even before I was
when “giving birth” to their avatars. Not only did
born. My munchkins and I live with her.
they develop elaborate background stories, they
She is my full-time babysitter. She loves
also thought about their avatar’s personality
the fact that she gets to have a helping-
traits. As Earnest, a 42-year-old teacher,
hand in raising her grandchildren. She
explained,
watches Jasmine while I am at work. I am
able to take my big boy Jordan to school “I wanted to allow freedom to make
but she picks him up. The days I don't future choices, but also be as detailed as
have class at night, are my favorite. I am possible to give my character some
able to go home and actually do structure to work within. I thought it was
‘homework’ with Jordan, have dinner with important to give him a rich background
my family, get him ready for school the story, but also put him in a new context
next day, tuck him into bed, and read him and environment so he could be a little
a goodnight story. I wish I was able to be uncomfortable.”
more involved with his life at school, but
It is quite interesting to look at these
with my schedule it is pretty much
characteristics in more detail.
impossible. I love him and Jasmine so

much, and I just want to give them the
Who Am I? – The Avatars’ Personalities
best life they can have.”
When asked, all of the study’s participants were
Like Sanaa, she is a single mother. But able to indicate concrete personality traits as
Isamar has a very different background story. well as personal/professional attitudes and
She is very close to her mother and receives a lot beliefs that they wanted their avatars to possess.
of support from her; altogether, she seems to be Let us take a look at Earnest again,
much more content with her life. Like Sanaa, she
“Even though he was only middle-
seems to have a strong personality, she is
aged, for whatever reason, Earnest would
working in a doctor’s office and attending school