Research Project
The kaupapa of this project is focused on supporting teachers to develop empathy for their Māori learners. In our VR scenario, teachers will ‘embody’ a Māori student facing bias during their day and hear their internal monologue. The VR scenario aims to provide a deep understanding of the impact of personal, systemic, and institutionalised racism to prompt motivation to change. The VR scenario is embedded in a training that will offer background information on racism in Aotearoa and positive behavioural strategies to implement in the classroom. Together our project aims to create lasting change in teachers’ beliefs and behaviours.
RESEARCH QUESTION
What is the potential of an anti-bias training and a VR embodiment experience to change teachers’ deep-seated biases and associated behaviours?
MAIN RESEARCH OBJECTIVES
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- To measure the effects of anti-bias training with an embedded VR experience for teachers on (a) teacher bias and associated behaviour and (b) student outcomes and student perceptions of classroom climate.
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- To ascertain which aspects of the intervention were most impactful, and why.
To answer these questions, we are conducting a three-year research programme that includes a development phase for the VR scenario, a pilot study to test out the VR scenario with a small group of teachers, and then an intervention study in schools.
Overview
2024
Development of the VR scenario
- Our team collated evidence on how Māori students experience racism in Aotearoa’s school system. We had reports from students and spoke to educators about what they were seeing in classrooms. Based on this evidence, we started to script a scenario that represented the recurring themes from the evidence. We then went out again to seek feedback on the draft of the scenario to see whether it resonated with educators and students. There are a multitude of considerations when designing a VR scenario and we are currently writing an article reflecting on this part of the journey, in the hope that it will be helpful for others. Contact us if you are interested in this work.
2024
Filming of the VR scenario
- For the filming of the VR scenario, we collaborated with Māui Studios, who brought together the talent to play our characters, scouted out locations for the scenes and brought the expertise on how to film for VR. VR experiences live off the immersion in a 360-degree space. Thus, we had to film with a 360-degree camera, which added complexity to the setup and filming of the scenes. In post-production, we worked through the details of the final scenario, such as choosing the scenes and adjustments for the sound and digital lighting effects.
2024
The VR scenario
- The VR scenario is about 15 minutes in length. Participants remain seated and can look around the scenes but cannot interact with them, however, they are embodying the key character in the scenario – Te Rangitīhore – who is about 12 years old and loves basketball. The participant will ‘live’ through part of his day that starts off in his bedroom getting ready for school. The scenario then includes scenes at the bus stop and in the classroom where biased behaviours are evident. Hearing Te Rangitīhore’s internal monologue supports the participants in understanding the impact of these behaviours on him. Dr Hana O’Regan further guides the viewer through an introduction and exit scene.
2025
Piloting the VR scenario
- Before using the VR scenario as part of our training, we wanted to trial it with a group of teachers. We are interested in seeing what they notice and what impact it might have on them. The trial will involve up to 40 teachers. Participants will watch the VR scenario and take part in either an interview or a focus group. We are collecting data on the participants’ experience, especially on their experience of presence in the VR scenario and whether or not it invoked understanding of Te Rangitīhore’s experience (cognitive empathy) and/or feelings of empathy (affective empathy).
In collaboration with Associate Professor Robert Armor and our summer scholar Daniel Eir from Computer Science, we are also collecting heart rate data from participants. This bio-sensory data can be used to see whether participants reacted to the scenario and when. If you are a teacher and interested in taking part in our pilot study, please contact us using the sign-up form and we will send you more information on what it entails. The pilot study is running from January to the end of March 2025.
2025
Development of the anti-bias training
- The training is being developed by Professor Christine Rubie-Davies and Dr Hana O’Regan (Ngāi Tahu). Christine is the world leader in research and training on high-expectation teaching. Hana brings 30 years of expertise working with her people and many organisations to lead education responses to inequities that Māori and other groups experience. The training will involve 2 in-person hui and 3 Zoom workshops in which teachers learn about racism in Aotearoa, its impacts, and how to address it in their own classrooms.
- The training will be delivered for free as part of our intervention study and we are looking for teachers and schools wanting to take part in 2025 – first cohort – and in 2026 – second cohort. If you are interested to take part, please contact us using this sign-up form and we will send you more information on what it entails.
2025
- Anti-bias training is typically a passive learning experience with little sustained effect. Most training aims to raise general awareness of bias or make people aware of their own biases. More effective trainings include opportunities or activities in which participants can further understand what it feels like to be the person who experiences bias. What does a situation or day look like for a Māori student – what does it feel like? There is ample evidence of students experiencing racial bias in Aotearoa’s education system and in their day-to-day lives. These biases do not always result in drastic behaviours, such as racial slurs or attacks, but more often, racial bias is seen in small behaviours and actions. Sometimes the person might not be aware of their bias and the impact their actions have on others.
