Instructor evaluations are influenced by implicit age and gender bias, with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male‐associated qualities such as leadership and authority, are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors, regardless of students' positive learning outcomes. As digital learning resources become the norm in education, it is crucial to explore the impact of implicit bias at various educational levels. In this study, undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age, and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre‐quiz vs. post‐quiz comparisons using repeated measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using repeated measures MANOVA and three‐way MANOVA. Post‐quiz scores increased significantly in the four experimental groups (P < 0.05) but not in the control (P = 0.99). The increased performance was not statistically different across the four experimental groups (P > 0.26), suggesting that learning occurred irrespective of the instructor gender and age. Students' evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control, younger male and younger female narrators received significantly higher ratings for approachability, acceptance, inclusivity, and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations.

中文翻译：

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数字教育中的声音：教师的年龄和性别对学生学习和评估的影响。

教师评估受到隐性年龄和性别偏见的影响，较低的评分和负面反馈给认为偏离定型年龄和性别规范的教师。女教师通常表现出与男性相关的特质，例如领导能力和权威，常常会受到负面影响。隐性偏见也影响数字资源和教师的评估，而不管学生的积极学习成果如何。随着数字学习资源成为教育中的常态，探索各种教育水平上的隐性偏见的影响至关重要。在这项研究中，本科生和研究生随机接受了五个数字教程之一的培训。四个实验教程，分别以不同性别和年龄的叙述者呈现了相同的解剖内容，以及带有折纸（折纸）说明的无声控制教程。使用重复测量MANOVA通过测验前与测验后的比较来衡量学习成果。使用重复测量MANOVA和三向MANOVA通过评估响应比较分析内隐偏倚。在四个实验组中，测验后分数显着提高（P  <0.05），但不在对照组中（P  = 0.99）。在四个实验组中，提高的表现没有统计学差异（P  > 0.26），这表明学习的发生与教员的性别和年龄无关。实验资源的学生评价始终高于对照组。四个实验组之间的评估没有显着差异，但与对照组相比，年轻的男性和年轻女性的叙事者在可接近性，接受性，包容性和对学生学习的照顾方面获得了更高的评价。该研究突出了数字资源开发和学生评估解释的重要考虑因素。