The Impact of Racial Congruence Between Instructor and Learner on

Memorization Outcomes in a Virtual Reality Environment

Jean-Christophe Sakdavong and Robin Ville

CLLE Lab, UMR5263 CNRS, University of Toulouse, Allée A. Machado, 31058 Toulouse Cedex 9, France

Keywords: Virtual Reality, Racial Congruence, Education, Social Dynamics, Memorization.

Abstract: The interaction between teachers and learners is crucial for knowledge transmission and socio-emotional

development. Studies have shown that ethnic congruence between teachers and students can enhance the sense

of belonging, academic performance, and motivation, especially among female students. Furthermore, racial

stereotypes and perceived discrimination also influence the perception of teachers' competencies, with varying

effects depending on specific ethnic groups. Virtual reality (VR) offers a way to study these dynamics by

controlling variables, but empirical research is still limited. It is therefore observed that multiple variables can

influence the outcomes of racial congruence between students and teachers, highlighting the importance of

identifying and measuring these impacts within a virtual reality context to better understand the impact of

these factors in education. This study investigated the impact of racial congruence between instructors and

learners on memorization outcomes within a virtual reality (VR) environment. Participants (N = 29) were

randomly assigned to interact with either a racially congruent or incongruent virtual instructor while

undergoing safety training in a virtual construction site. Results indicated that participants in the racially

congruent condition demonstrated significantly better memorization scores compared to those in the

incongruent condition. These findings highlight the potential of VR for investigating the nuances of social

dynamics in educational settings and emphasize the importance of representation in learning environments.

1 INTRODUCTION

The relationship between teachers and learners is

fundamental to the educational process, impacting not

only the transfer of knowledge but also the socio-

emotional development of learners (Kisida et al.,

2015). Research suggests that the ethnic or racial

background of teachers can significantly influence

students (Hart, 2020), particularly when there is

congruence between the teacher's and the student's

background (Kisida et al., 2015). This congruence

can foster a sense of identification and belonging,

improved among female student (Oyserman et al.,

2001), leading to improved academic performance

and increased motivation among learners (Redding,

2019).

Studies have also explored the role of racial

stereotypes in shaping perceptions of teachers'

competencies (Fox, 2020). These stereotypes and

perceived discriminations can have varying effects

depending on the specific ethnic groups involved. For

instance, research indicates that racial stereotypes can

negatively impact African American students while

positively influencing Asian American students,

reflecting the differing societal stereotypes associated

with these groups (Beady & Hansell, 1981). These

stereotypes can bias the perception of teachers'

abilities and influence their pedagogical approaches.

But then again, empirical research is still limited.

The integration of virtual reality (VR) in

education offers a promising avenue for investigating

these dynamics. VR enables researchers to control

variables more precisely and provides unique

opportunities for representing teachers in novel ways.

For example, in a virtual environment, it is possible

to manipulate the perceived characteristics of

teachers, such as their ethnicity, and directly observe

the effects on learners without the confounding

factors inherent in real-world settings.

Despite the potential of VR, empirical research in

this area remains limited. Some research has explored

the topic of user avatar ethnicity (Do, 2024), but the

ethnicity of the instructor and its congruence with that

of the learner remains understudied. There is a need

for robust studies to examine whether the findings

observed in traditional learning contexts hold true in

Sakdavong, J.-C. and Ville, R.

The Impact of Racial Congruence Between Instructor and Learner on Memorization Outcomes in a Virtual Reality Environment.

DOI: 10.5220/0013199100003932

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 2, pages 917-922

ISBN: 978-989-758-746-7; ISSN: 2184-5026

917

VR environments. This research aims to address this

gap by investigating how racial congruence affect

teacher-learner interactions in virtual settings. Such

research can enhance our understanding of these

dynamics and inform the design of educational

programs and teacher training in an increasingly

digital world.

2 LITERATURE REVIEW

2.1 Racial Congruence

Racial or ethnic congruence in education refers to the

match or similarity between the racial or ethnic

background of a teacher and their students. This

alignment can influence the relationship between

teachers and learners (Johnson et al., 2001). Research

suggests that students' attachment to learning and

their school (Banerjee, 2017; Banerjee, 2017),

particularly when the school has a historical

connection to their perceived ethnic group, can

significantly impact their academic engagement

(Johnson et al., 2001). Students with a strong sense of

academic utility tend to perform better than those who

lack it.

2.2 Impact of Racial Congruence

Several studies have validated the positive impact of

racial congruence between learners and teachers

(Fox, 2016). Redding (2019) highlighted the

significant impact of this congruence on the inclusion

of students from minority groups. When students see

teachers who look like them, their sense of belonging

increase (Cherng et al., 2016), leading to improved

engagement and academic performance. This is

particularly beneficial for students from minority

groups, this also and particularly affects groups of

students from disadvantaged socio-economic

backgrounds (Dee, 2005) as it boosts their self-

confidence and academic motivation (Kisida et al.,

2015).

Oyserman et al. (2001) explored the concept of

racial identification, breaking it down into distinct

factors such as a sense of belonging, perception of

teacher competence, and academic expectations (Fox,

2016). Their findings reinforced the significant

impact of racial congruence on learners, which can

either promote or hinder feelings of accomplishment

and academic efficacy. Students who feel represented

in their academic environment tend to develop a

better sense of competence and greater resilience in

facing academic challenges. Conversely, the lack of

representation can reinforce feelings of alienation and

marginalization, negatively affecting academic

performance and student well-being.

2.3 Gender as a Variable

Oyserman et al. (2001) also observed that the impact

of racial identity is subject to the variable of gender.

Female individuals seem to be more impacted by their

racial identification than male individuals, who

appear to be more independent of this factor

regarding their feeling of academic efficacy. This

suggests that gender dynamics play a crucial role in

how racial identity influences the learning

experience.

2.4 Perceived Discrimination

Thomas et al. (2009) conducted a study with 1170

young African Americans, highlighting the impact of

perceived discrimination by teachers on learners. This

perception plays a role in their racial identification

and, consequently, their academic results. The more

an individual feels victimized by discrimination, the

more their academic results tend to decline. However,

a lower perception of society's view of one's racial

group tends to protect against this effect. Similarly, a

more marked racial centrality or a perceived positive

public view also seems to protect against the adverse

effects of discrimination and could even encourage

better academic performance (Chavous et al., 2003).

2.5 Virtual Reality

Virtual Reality (VR) technology, which began in the

1960s with driving simulators, underwent substantial

progress in the last years. Virtual reality constructs

an artificial environment, whether fictional,

symbolic, or a simulation of reality, allowing users to

engage through sensory and motor inputs (Fuchs et

al., 2003). This interactivity, enabled by equipment

such as headset and controllers, provides a very

immersive experience (Burkhardt et al., 2003).

Nonetheless, technical obstacles like latency and

sensory discrepancies might interrupt this immersion.

Beyond its technological applications, virtual

reality possesses significant potential to transform

education, especially for students from disadvantaged

or minority racial and cultural backgrounds. Students

from economically disadvantaged places could gain

access to virtual excursions to museums worldwide,

or those in isolated regions could engage in

experiential learning within virtual laboratories.

Virtual reality can overcome geographical barriers

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and offer equitable access to engaging educational

opportunities.

Furthermore, virtual reality helps cultivate

culturally relevant educational settings. Researchers

can examine the effects of representation on student

engagement and learning outcomes by modifying

variables such as the appearance and ethnicity of

instructors’ avatars, as investigated in this study.

Moreover, virtual reality can provide immersive

simulations that tackle delicate issues such as racial

bias and discrimination within a secure and regulated

environment, fostering empathy and comprehension.

Nonetheless, actualizing the complete potential of

VR in education also poses problems. The cost of VR

equipment and software may hinder accessibility,

intensifying pre-existing disparities. It is essential to

ensure that VR instructional content is culturally

appropriate and free from stereotypes. Moreover,

tackling possible challenges such as motion sickness

and the necessity for educator training are crucial

measures for the effective incorporation of VR in

various educational settings.

3 HYPOTHESES

Based on the literature review, the following

hypotheses were formulated:

H1: Racial congruence between learners and

instructors in virtual reality positively influences

learning performance.

H2: The positive effect of racial congruence

between the instructor and the student in virtual

reality on learning performance will be stronger in

students with a low sense of perceived discrimination.

H3: The positive effect of racial congruence

between the instructor and the student in virtual

reality on learning performance will be stronger in

female students than in male students.

4 METHODOLOGY

4.1 Participants

The study included 29 participants (15 men, 14

women) with a mean age of 28 years for men (sd = 6)

and 29 years for women (sd = 9). Participants were

recruited through personal networks, professional

contacts, and community events. Races were

represented by 2 Asians, 11 North Africans, 10

Blacks and 6 Caucasians participants. Individuals

under 18 or over 60 years old, with prior knowledge

of construction site safety, with incapacitating

illnesses, or conditions that could introduce bias (e.g.,

colour blindness) were excluded. Questions were

included to screen for participants experiencing

significant fatigue.

4.2 Experimental Design

Participants were randomly assigned to one of two

groups:

 Group 1 (N = 12): Exposed to a racially

congruent virtual instructor.

 Group 2 (N = 17): Exposed to a racially

incongruent virtual instructor.

All participants were exposed to an instructor of

the same gender to avoid potential gender-related

bias.

4.3 Materials

 VR Headset: Meta Quest 3 with a single

controller.

 VR Simulation: A custom-designed VR

construction site safety training program

developed in Unity by the AD2RV non-profit

association.

 Instructors’ avatars: 4 customized Meta Horizon

avatars (Asian, North African, Black and

Caucasians).

 Instructor Voices: Male voice recorded by the

research director; female voice generated

through AI modification of the male voice.

 Questionnaires: Two online questionnaires were

developed and then distributed via Qualtrics to

collect and then analyse the data. The first

questionnaire was composed of 13 questions

designed to collect participation consent,

demographic data and information on perceived

discrimination (Likert scale between 1 and 3),

and VR experience. The second assessed

learning outcomes related to the VR training

through a list of (10) multiple-choice questions

divided into modules, each associated with an

image and a contextualization related to the

training.

4.4 Procedure

The experiment took place in a controlled

environment. Participants completed the first

questionnaire, underwent the VR simulation (figure 1

and 2) with their assigned instructor, and then

completed the second questionnaire. The VR

simulation consisted of a 7 minutes guided tour of a

The Impact of Racial Congruence Between Instructor and Learner on Memorization Outcomes in a Virtual Reality Environment

919

virtual construction site (including a 2 minutes

familiarization with virtual reality). During the tour,

the instructor’s avatar was moving from place to

place, highlighting potential hazards and safety

signage. The participants had full control of their

movements but they had to follow the instructor.

Then, the second questionnaire assessed participants'

recall of the information presented in the simulation

(figure 3).

Figure 1: VR simulation with a Black instructor.

Figure 2: VR simulation with a Caucasian instructor.

5 RESULTS

5.1 Descriptive Statistics

Before conducting inferential statistics, descriptive

analyses were performed to understand the

distribution of the data. All statistics were computed

with the Jamovi software.

The post-test, designed to assess participants'

memorization of the safety information presented in

the VR simulation, had a possible score range of 0 to

24. No participant achieved either the minimum or

maximum score, indicating that the test adequately

captured variability in performance.

The mean memorization performance score for

participants in the racially congruent condition

(Group 1, n = 12) was 17.8, with a standard deviation

of 3.1. In contrast, the mean score for those in the

racially incongruent condition (Group 2, n = 17) was

14.6, with a standard deviation of 3.8. This initial

observation suggests a potential trend in favour of the

racially congruent condition (H1), where participants

exposed to a virtual instructor of the same race tended

to have an average score higher on the memorization

test.

To visualize the distribution of scores (between 0

and 24) and the difference between the groups, a

boxplot was generated (see Figure 4). The boxplot

illustrates the median, interquartile range, and range

of scores for each group, providing a visual

representation of the variability and central tendency

of the data.

Figure 4: Boxplot of performance between the two groups.

5.2 Inferential Statistics

To examine the statistical significance of the

observed difference between the groups, a Welch's t-

test was conducted. This test was chosen due to the

normal distribution of the two groups (as indicated by

Shapiro-Wilk's test for normality p = .0545 for group

1 and p = .131 for group 2) and the unequal variances

between the groups (as indicated by Levene's test for

equality of variances, F(1, 27) = 4.35, p = .047).

The results of the Welch's t-test revealed a

significant difference between the two groups p =

.006, with a large effect size (Cohen's d = .974). This

finding supports the H1 hypothesis that racial

congruence between instructors and learners in a VR

environment positively influences learning

performance.

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5.3 Moderation Analyses

To assess the potential moderating of perceived

discrimination (H2) and gender (H3), separate

multiple regression model were constructed with

memorization score as the outcome variable, racial

congruence as the predictor variable, the potential

moderator as the second predictor, and the interaction

term between racial congruence and the moderator.

Racial congruence was encoded as -1 for non-

congruence and 1 for congruence.

The results of these analyses are summarized

below:

(H2) Perceived Discrimination: The interaction

term between racial congruence and perceived

discrimination was not statistically significant, b = -

0.148, SE = 0.805, t = -0.183, p = .856. This indicates

that the relationship between racial congruence and

memorization score was not significantly moderated

by participants' perceived discrimination.

(H3) Gender was encoded as -1 for male and 1 for

female. The interaction term between racial

congruence and gender was also not statistically

significant, b = -0.164, SE = 0.673, t = -0.244, p =

.809. This suggests that the effect of racial

congruence on memorization score did not differ

significantly between male and female participants.

The moderation analyses failed to demonstrate

any significant moderating effects of perceived

discrimination, or gender on the relationship between

racial congruence and learning performance in the

VR environment.

6 DISCUSSION

6.1 Summary of Results

The results of this study provide evidence that racial

congruence between instructors and learners can

positively impact learning outcomes, even in a virtual

reality environment. Participants who interacted with

a racially congruent virtual instructor demonstrated

significantly better memorization scores compared to

those who interacted with a racially incongruent

instructor. These findings align with previous

research conducted in traditional learning settings

(e.g., Johnson et al., 2001; Oyserman et al., 2001;

Redding, 2019), extending the understanding of the

impact of racial congruence to the realm of virtual

learning environments.

The study also sought to explore the potential

moderating roles of perceived discrimination and

gender. However, the analyses did not reveal any

significant moderation effects from these variables.

While this may seem surprising in light of some prior

research (e.g., Oyserman et al., 2001; Thomas et al.,

2009), it is important to consider the unique

characteristics of the VR environment and the

specific learning task employed in this study. It is

possible that the immersive nature of VR and the

focus on visual and auditory learning may have

minimized the influence of these individual

difference factors.

The findings of this study have important

implications for the design and implementation of

VR-based educational interventions. By

incorporating principles of representation and

inclusivity, developers can create VR learning

experiences that cater to the needs of diverse learners.

The ability of VR to manipulate social cues and create

controlled environments opens up exciting

possibilities for future research on the nuances of

social dynamics in learning.

6.2 Limitations and Future Directions

Despite the valuable insights gained from this study,

it is essential to acknowledge its limitations. The

sample size was relatively small, which may limit the

generalizability of the findings. Future studies with

larger and more diverse samples are needed to

validate and extend these results. Additionally, the

study focused on a specific type of learning task

(memorization of safety information in a virtual

construction site). Further research should investigate

the impact of racial congruence on other types of

learning outcomes and in different VR learning

contexts.

Another limitation relates to the artificiality of the

female instructor's voice, which was generated

through AI modification of the male voice. While this

approach was adopted due to resource constraints, it

may have introduced an unintended variable that

could have influenced participants' perceptions and

responses. Future studies should prioritize the use of

authentic voice recordings to enhance the realism and

ecological validity of the virtual instructors.

7 CONCLUSION

This study contributes to the existing research on the

impact of social factors in learning by demonstrating

the significant effect of racial congruence between

instructors and learners in a VR environment. The

findings underscore the importance of representation

and inclusivity in educational settings, even those

The Impact of Racial Congruence Between Instructor and Learner on Memorization Outcomes in a Virtual Reality Environment

921

mediated by technology. As VR technology continues

to advance and become more integrated into

educational practices, it is crucial to consider the

social and cultural factors that can influence learning

outcomes in these immersive environments. By

leveraging the unique capabilities of VR to create

engaging and culturally responsive learning

experiences, educators can foster a sense of belonging

and promote academic success for all learners.

ACKNOWLEDGEMENTS

The authors want to thank the AD2RV non-profit

association for developing the VR environment.

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