Experiential Learning, Virtual Reality, Gamification
Aricka Schweitzer, Saginaw Valley State University
Gamification can be used across multiple contexts in higher education to break down activities and tasks to analyze the smaller components. By using gamification it allows buy in on behalf of the technology advanced learner and pairs with activities that students want to participate in; therefore, enhancing student learning.
Engagement and experiential learning in higher education take some considerable “buy-in” from the student. If educators can provide a technology component, most students usually jump at the opportunity to learn using the technology. In occupational therapy (OT) it is becoming increasingly popular to integrate technology including virtual reality as an avenue for therapeutic treatment. However, before a therapist can use virtual reality as a therapeutic means they need to be educated on the why of use and how we can use virtual reality as a task analysis tool for assessment and treatment of various ailments. I will share how framing and using gamification in my higher education classrooms to break down tasks and activities, have allowed for greater student engagement and student learning for OT students.
Generate potential applications across various higher education classrooms.
Understand gamification principles and connectivity with enhancement in student learning outcomes.
Assess and analyze examples given on the use of virtual reality “gaming” with task analysis.
Hear it from the author:
My name is Aricka Schweitzer, and I’m going to talk to you today about using gamification to enhance
student learning, especially with task analysis. Several of the objectives relate to how it can apply across
higher education classrooms, understanding gamification principles to enhance student learning
outcomes, and how students assessed and analyzed using virtual reality as their gaming mechanism.
Again, gamification was a great theory to use, because players interact with each other in order to get
greater enhancement and greater goals. By using this game theory approach, again, it changed the
students’ behavior and allowed them to make decisions on how they proceeded within the game.
Virtual reality was the therapeutic means used during this gamification task, and students had to break
down each task they experienced physically and mentally during the game. They worked in teams, and
so players were able to play similar games and experience different outcomes. Then they had to break
down each one of those outcomes and how it would be applied to a patient case scenario. Students
were very motivated in order to participate, because of the technology. Not only that, but it’s well-
suited for active learning environments, and virtual reality is just one way of doing that. During the
analysis, students were able to differentiate, contrast different concepts, organize their thoughts, and
examine and analyze various areas of each game. Not only were they able to enhance their analysis
breakdown but also students found it very meaningful and gained a lot of purpose by providing this
particular challenge. Not only that, but great user engagement was observed, students were highly
motivated, and the achievement of the actual sample at the end was a great outcome for each student.
Beltadze, G. (2016). Game Theory- basis of Higher Education and Teaching Organization. Modern Education and Computer Science, 6, 41-49. Bethea, D., Castillo D., & Harvison, N. (2014). Use of simulation in Occupational Therapy Education: Way of the Future? American Journal of Occupational Therapy, 68(2), 32-39. Nott, M. T., & Chapparo, C. (2012). Exploring the validity of the Perceive, Recall, Plan and Perform System of Task Analysis: Cognitive strategy use in adults with brain injury. British Journal of Occupational Therapy, 75(6), 256-263. Saldana, D., Neureither, M., Schmiesing, A., Jahng, E., Kysh, L., Roll, S. C., & Liew, S.-L. (2020). Applications of head-mounted displays for virtual reality in adult physical rehabilitation: A scoping review. American Journal of Occupational Therapy, 74, 7405205060. https://doi.org/10.5014/ ajot.2020.041442