Date post: | 16-Jan-2015 |
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JEFFREY STANTONSCHOOL OF INFORMATION STUDIES
SYRACUSE UNIVERSITY
Social Research Ethics for Virtual Worlds
The Potential
Aviators, Moguls, Fashionistas and Barons: Economics and Ownership in Second Life (Ondrejka)
The Unbearable Likeness of Being Digital: The Persistence of Nonverbal Social Norms in Online Virtual Environments (Yee et al.)
Coming of Age in Second Life – An Anthropologist Explores the Virtually Human (Boellstorf)
The Potential
As a tool: Coordination within/among research teams, visualization of datasets, remote contact with real-world research participants
As a behavioral venue (in-world behavior): Small group research, prosocial behavior, counter-productive/deviant behavior, behavioral economics
As an emergent milieu: Community formation, virtual property rights, simulated violence, alternative/multiple identities
The Pitfalls
The popularity of virtual worlds is so new that it presents unfamiliar ground for most researchers
Proportionally few seasoned social researchers involved in this, partly due to technical challenges of sampling, data collection
Research ethics regulatory bodies’ (e.g., U.S. IRBs) are unfamiliar with virtual worlds, thus may be too lenient or too strict
Participants in virtual worlds not used to being studied as formal research participants
U.S. Research Ethics Context
National Research Act (1974)Belmont Report (1978)Principle: Respect for persons
Technique: Informed consent
Principle: Beneficence Technique: Risk-Benefit Analysis
Principle: Justice Technique: Fairness in sample selection
Virtual Worlds Ethics Exercise
Topic: Job interviews conducted in Second LifeOutcome variables: Interviewee satisfaction,
reputation of company, likelihood of accepting offer
Independent variables: Gender of avatar, mode (text or voice chat), attire of avatar
On a piece of paper, describe the key points of your research design: how to get participants, what to say to them, how to run the study, what to say afterwards
Ethics Challenges in Virtual Worlds
No real-world, physical encounter between researcher and subject
Difficulty of identity verification for eligibility and fitness
Ease of researcher entry into intact social environments
Skew in accessibility of virtual worlds to diverse subject populations
Analogies: Mail surveys, telephone interviews
Case Study
Public notice of the study: contacted the researcher
Teleport invitation to research sitePreliminary instructionsManipulationPost-manipulation survey (web)Return of avatar to research siteClosing comments
Discussion of Case Study
Your comments:
What could have been done better?
What was missing?
What should have been left out?
What did those researchers do right?
Virtual World Subjects’ Bill of Rights
The right to know I am a subjectThe right to know you as the researcherThe right to know who approved your studyThe right to learn the risksThe right to learn the benefits
Bill of Rights Part II
The right to know why my avatar was chosenThe right to participate as my avatarThe right to protect my group(s)The right to teleportThe right to be left alone
1. The right to know that I am a subject
If you obtain data from me in a virtual world for research purposes, I have a right to know that I am in your study.
(Exception for unobtrusive study of public behavior // the threshold for unobtrusiveness is asking a research question)
2. The right to know you as a researcher
If I am a subject, you the researcher must represent yourself accurately so that I can confirm your identity.
Although this obligation need not compel the researcher to use a photorealistic avatar, the subject must receive sufficient information to trace the avatar back to a specific person working in the context of a specific host institution.
3. The right to know who approved your study
Before participating in your study, I have the right to know what ethics body, if any, reviewed your research design.
4. The right to learn the risks
You must warn me if the study includes psychologically distressing material, if there is a risk that my avatar or I may be identified, if there may be a tangible or intangible costs to participation, or if other risks to me or my avatar exist.
5. The right to learn the benefits
I want to know why my avatar’s participation in the study is desirable, even if the benefits to me are indirect.
6. The right to know why my avatar was chosen
If researchers contacted my avatar, I want to know how they got my avatar’s name and what makes my avatar eligible to participate.
7. The right to participate as my avatar
If you recruit me for your virtual world study, I have the right to respond to your study in the identity and role I have selected for my avatar.
In short, researchers should rarely admonish an avatar to “respond as you would in real life.”
8. The right to protect my group
If you are studying my social group, I have the right to protect the integrity and continued existence of my group.
In principle, if members of the group object to the researcher’s presence or use of the group for research, those members should have veto power. In practice, it may be impractical for researchers to obtain active consent from every member of a large group, or from a group that has inactive members.
9. The right to teleport
When participating in your study, I reserve the right to teleport out of the research situation if I am uncomfortable with any of the procedures or questions.
10. The right to debriefing
If you use deception or disguise of purpose in the study, I deserve to learn about it afterwards.
11. The right to be left alone
Following my avatar’s participation in your study, whether I completed it or not, I have the right to not be contacted again by the researchers.