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This study aims to examine the nature and the potential use of avatar-based focus groups (AFGs) (i.e. focus groups conducted in three-dimensional [3D] virtual worlds [VWs]) as compared to face-to-face and online focus groups (OFGs), motivated by the ability of VWs to stimulate the realism of physical places. Over the past decade, there has been a rapid increase in using 3D VWs as a research tool.

Using a two-phase reflective approach, data were collected first by using traditional face-to-face focus groups, followed by AFGs. In Phase 2, an online, semi-structured survey provided comparison data and experiences in AFGs, two-dimensional OFGs and traditional face-to-face focus groups.

The findings identify the advantages and disadvantages of AFGs for marketing research. There is no evident difference in data quality between the results of AFGs and face-to-face focus groups. AFG compensates for some of the serious limitations associated with OFGs.

The paper reflects on three issues, data quality, conduct of AFGs (including the moderator reflection) and participant experience, that together inform one’s understanding of the characteristics, advantages and limitations of AFG.

This is the first paper to compare between AFGs, traditional face-to-face focus groups and OFGs. AFG holds many advantages over OFGs and even, sometimes, over face-to-face focus groups, providing a suitable environment for researchers to collect data.

Avatars have become increasingly prevalent on brand websites, yet their impact on consumers' use of these sites remains underexplored. The current study focuses on avatars, which are three-dimensional animated graphical web interfaces that verbally aid the brand stakeholders (e.g. customers, employees and suppliers). Avatars provide administrative and technical information through the brand website. Drawing upon the stimuli–organism–response (S-O-R) paradigm, this research examines the impact of avatars as an information provision and interacting tool (vs a traditional format) on consumers' perceptions, attitudes and behaviors toward a brand. It also investigates the roles of familiarity with avatar use and the language used by an avatar in shaping consumers' responses.

Across two laboratory experiments, the authors examined and confirmed causal relationships between the use of avatars (vs a traditional format) on a website and attitudinal and behavioral constructs.

We show that avatars (vs written information) had a significant effect on controlling information. The users in our experiments had greater control over the information provided when it was presented as text on a website compared to the case of avatars “telling” the information. Different languages and familiarity with avatar use also affected the consumers' hedonism in terms of website use.

We advance the understanding of avatar use in website design, particularly avatars' verbal interaction, in shaping consumers' cognitive, affective, attitudinal and behavioral responses and add important empirical evidence to the growing body of research and practices involving avatar use in interactive marketing.

This paper aims to give the educator's perspective on developing learning and teaching activities within the virtual world Second Life (SL). The purpose of the research was to develop an understanding of the pedagogical issues involved, to introduce avatar‐based marketing into the marketing curriculum, and to evaluate the potential for this new technology to enhance student learning.

The issues educators need to address in setting up such activities are considered, including context, design and pedagogical issues. It was decided to take an experiential learning approach following exploratory research. A mixed methods approach allowed the collection of quantitative data to profile the cohort and qualitative data to provide rich data of both the student and educators experience.

There is a steep learning curve for educators developing such courses particularly as subject specialists rather than computing specialists. Students developed new skills, used knowledge from the wider module and gained a wider perspective of the potential of e‐marketing as a whole.

Experiential learning linked to reflective practice is one way in which learning and teaching in virtual worlds can be integrated into the marketing curriculum. The growth in teenage virtual worlds means the future intake of students may demand new styles of learning and teaching. There was a limited period in which to collect data.

This paper provides original research on developing and evaluating learning and teaching in SL within the marketing curriculum and addresses a gap in the literature on managing large groups in such environments.

The purpose of this paper is to review the research on the use of technology in mental health and addiction treatment, focusing on the use of technology-assisted treatment. Although initial research investigating technology-assisted treatment for substance use has demonstrated promising results, this paper highlights the need for treatment to address co-occurring substance use and intimate partner violence (IPV). This paper defines the benefits associated with the use of behavioral health avatar coaches in mental health treatment targeting substance use and IPV as well as providing preliminary research results regarding the use of avatar coaches in clinical settings.

A literature review of the research relating to the use of technology in mental health and addiction treatment is provided. Additionally, a preliminary study aimed to develop an interactive therapy platform that utilizes virtual avatars as therapy coaches to help clients with substance abuse and IPV is presented. In this preliminary study, male participants were shown videos of various technology-based coaches matched on length, gestures and content. Researchers investigated whether patients preferred a virtual reality health coach, a cartoon health coach or a human health coach; as well as patient satisfaction and preference between two versions of the avatar.

A review of the relevant literature suggests that a majority of research has focused on using technology to replace face-to-face therapy with little research focusing on technology-assisted or augmented mental health and addiction treatment. Although initial research investigating avatar-assisted treatment for substance use has demonstrated promising results, research suggests a high prevalence of co-occurring substance use and IPV, suggesting the need for treatment to address co-occurring substance use and IPV. A preliminary research study was conducted to obtain patient feedback for personalizing avatar development into behavioral health interventions that target addiction and IPV.

Although results of the preliminary study combined with previous research on avatar-assisted treatment for substance use has demonstrated promising results, theory-based research needs to be expanded to focus on randomized controlled trials of avatar-assisted treatment for co-occurring substance use and IPV.

This paper provides an overview of the use of technology-assisted treatment for co-occurring substance use and IPV. The preliminary results regarding patient satisfaction led to the development of additional avatars for use in interactive therapy.

This paper is one of the first to explore the use of avatar-assisted treatment for male offenders with co-morbid substance use and IPV.

This study aims to explore if and to what extent an online avatar-assisted virtual classroom can work to alleviate groups of Japanese university students’ anxiety around giving spoken presentations. It also explores how to create a more inclusive language learning environment and encourage interaction between the students in the virtual classroom.

A self-reported survey compares the same group of students’ responses to three learning contexts: an everyday in-person or conventional English learning classroom; an online videoconferencing-based classroom, via Zoom; and an online “virtual” or avatar-based classroom simulation, via the software “Gather”.

The findings suggest that the avatar-assisted virtual classroom helps students experience the least amount of fear and apprehension when speaking out loud in English and improves their speaking confidence. Similar to the findings in terms of everyday in-person lessons, the overwhelming majority of students attending Zoom lessons showed high levels of anxiety toward speaking out loud.

Challenges making use of the target language remain a persistent source of stress for Japanese students. The global shift toward online learning and the associated technologies have created opportunities to experiment with novel approaches to teaching. The discussion considers the data in the context of online classroom environments and existing speaking anxiety research. While the sample size is small, this study seeks to provide a safe and non-threatening learning environment for disadvantaged and diverse students, as well as suggestions for further research.

This chapter evaluates the potential of virtual worlds for intercultural collaborative learning. A case study of a global lecture series is presented that used a virtual world as a platform for intercultural student collaboration. Students' subjective reports served as a basis for exploring cross-cultural differences in the perceived usefulness of virtual worlds for intercultural collaboration, and to examine what they have learned from working in an intercultural virtual team, what problems occurred, and how they resolved them. Based on the evaluation results, suggestions are provided for a culture-aware design of virtual worlds to facilitate intercultural collaborative learning and the development of intercultural literacy.

The purpose of this paper is to report on a study into how a three‐dimensional (3D) virtual world (Second Life) can facilitate socialisation and team working among students working on a team project at a distance. This models the situation in many commercial sectors where work is increasingly being conducted across time zones and between multiple teams. Collaboration in these geographically distributed teams is virtual rather than through face‐to‐face interactions. The paper investigates how a virtual world such as Second Life compares to other collaboration tools such as instant messaging or Skype; and the challenges that students experience in becoming acquainted with and working in Second Life.

The paper has employed a qualitative research methodology involving data collection through group interviews, epistolary (email) interviews and semi‐structured individual interviews. The data have been analysed by applying the inductive analysis technique.

The analysis is presented through answers to questions which educators may have about the effectiveness of virtual worlds in supporting collaboration in virtual teams.

The paper highlights the pedagogical role of 3D virtual worlds in supporting communication, team working and community building. The methodology will be of interest to researchers in the area of virtual worlds as there is little guidance in the literature about how to evaluate student experiences of these environments.

The research reported in this paper is timely and significant in view of current business scenarios such as the challenges of a globally distributed work‐place, the need to offer training to develop employees' skills of working in distributed environments and to meet changing market needs. Furthermore, the research will support the development of a coordinated response to the Leitch review of skills in the UK, which identified issues of resource‐intensive travel, global warming and the need for businesses to be seen as “green” for customer attraction and retention.

The paper discusses the role of 3D virtual worlds in supporting student team projects involving students who are geographically dispersed. The sense of visual presence and of place in a 3D world can make socialising in a virtual world, a more “human” experience than in 2D environments such as web sites, e‐mail, wikis and blogs, and even phone or video‐conferencing. The research reported in this paper could enhance uptake of 3D virtual worlds by organisations facing the challenges of facilitating socialisation and knowledge sharing in a distributed workforce.

This paper seeks to show the special needs of deaf people to have a barrier‐free access to the internet and its services and benefit from it. It aims to give explanations why deaf people need sign language on the web as a replacement for acoustic and written content and to present today's solutions to realize it.

This is a comparison and confrontation of today's research on the topic, influenced by the author's opinion.

Deaf people need sign language on the web to have full access to acoustic and written content. Sign‐language‐videos with human interpreters are today's common solution. There is a lot of research and projects with avatar‐technologies to overcome the limits of sign‐language‐videos, but the possibilities of this solution are still restricted.

This paper seeks to draw attention to the special need of deaf people, their restrictions in reading and writing and why sign language is the crucial factor to include deaf people in the information society.

This paper confronts the actual solutions of the topic and shows their advantages and limits.

One can read the history of MMOGs as a history of the development of the body (avatar) in the internet. To make the classical terms of sociology of the body fit the field of MMOGs, this chapter builds on the social world perspective to leave the dichotomy between real (offline) and virtual (online) behind. MMOGs are seen as one of numerous social worlds (rooted in the here and now) and not as distant planets. In the Here and Now the body is an everyday matter of course. According to Goffman’s interaction order Face-to-Face interaction is the prototype of interaction and the influence of technical artifacts (pen and paper, telephone, etc.) negates its constituting elements – immediacy and reciprocity. Immediacy and reciprocity are interrelated with the body. Although MMOGs are technical artifacts, MMOGs re-establish elements constituting the body. The avatar becomes a key artifact and an inescapable necessity in experiencing the world of MMOGs. Therefore compared to other online-places, MMOGs expand the accessibility that is typical for the internet with the possibility of “physical” presence. But this physical presence is rather a semiotic body (or body-social), than a body in physical terms. The avatar therefore seems to be an intersubjective accomplishment pointing to group affiliations. Applying to the body, it is therefore not just skin and bones it is also socially constructed. The avatar is expressed or embodied society.