Exploring Gaze Dynamics in VR Film Education: Gender, Avatar, and the Shift Between Male and Female Perspectives

2025-09-15

AI Summary

This study investigates how the three-way interaction among avatar gender, narrative agent gender, and learner gender influences gaze dynamics and gendered perspective construction in VR filmmaking education. Using a 2×2×2 between-subjects experimental design, we integrated immersive VR environments, a programmable avatar system, and eye-tracking technology to quantify presence, perceived control, and shot-style selection—serving as behavioral proxies for “male” versus “female” gaze tendencies. Results show that gender-incongruent avatars significantly enhance learners’ perceived control and visual attention engagement, facilitating cross-gender perspective adoption. Avatar–learner gender congruence positively predicts presence, while the three-way interaction significantly modulates shot-style choices—demonstrating avatars’ active role in shifting gaze paradigms. This is the first empirical study to identify avatars as mediators of gender cognition in VR creative learning, offering both theoretical grounding and actionable design principles for inclusive VR pedagogy.

Technology Category

• Humans and AI: Game Design — Virtual Humans, NPCs and Autonomous Characters
• Computer Vision: Motion & Tracking
• Cognitive Modeling & Cognitive Systems: Social Cognition And Interaction

Application Category

• Responsible Web: Machine-in-the-loop, human agency and autonomy
• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Social Networks and Social Media: Generative AI / large language models and their impact on social systems

Abstract

In virtual reality (VR) education, especially in creative fields like film production, avatar design and narrative style extend beyond appearance and aesthetics. This study explores how the interaction between avatar gender, the dominant narrative actor's gender, and the learner's gender influences film production learning in VR, focusing on gaze dynamics and gender perspectives. Using a 2*2*2 experimental design, 48 participants operated avatars of different genders and interacted with male or female-dominant narratives. The results show that the consistency between the avatar and gender affects presence, and learners' control over the avatar is also influenced by gender matching. Learners using avatars of the opposite gender reported stronger control, suggesting gender incongruity prompted more focus on the avatar. Additionally, female participants with female avatars were more likely to adopt a "female gaze," favoring soft lighting and emotional shots, while male participants with male avatars were more likely to adopt a "male gaze," choosing dynamic shots and high contrast. When male participants used female avatars, they favored "female gaze," while female participants with male avatars focused on "male gaze". These findings advance our understanding of how avatar design and narrative style in VR-based education influence creativity and the cultivation of gender perspectives, and they offer insights for developing more inclusive and diverse VR teaching tools going forward.

Problem

• Examining how avatar gender affects VR film learning
• Investigating gender perspective shifts in virtual narratives
• Exploring gaze dynamics influenced by gender matching

Innovation

• VR avatar gender matching study
• Gaze dynamics influenced by gender
• Gender incongruity enhances avatar control