A pilot project of the learning experience of undergraduate occupational therapy students in a three-dimensional virtual environment in the United Kingdom

Abstract

Introduction: This pilot study explored the learning experience of four undergraduate occupational therapy students within the online virtual environment, Second Life. The study aimed to explore the feasibility of learning how to facilitate occupational performance in a home environment via a virtual platform. Method: A house was developed within Second Life that simulated simple barriers to occupational performance that may be experienced by a wheelchair user. By means of a virtual human representation of themselves (or 'avatar'), students were asked to navigate through the house and attempt to remedy any barriers they found. They were observed doing this and substantive notes including descriptions, recorded quotes and summaries of the experience were taken by the first educator/researcher. This was followed by a one-to-one semi-structured interview conducted by the second educator/researcher. All data were transcribed as appropriate, coded and analysed thematically. Findings: Themes identified include the relationship between the student and the avatar, the student experience of the task, interaction with the Second Life environment and development of new knowledge and understanding. There is potential for learning about barriers to occupational performance in the home via Second Life. Conclusion: Further research is recommended to evaluate the potential value of teaching and learning about environmental adaptation in a three-dimensional world.

Shaping Behaviors Through Institutional Support in British Higher Educational Institutions: Focusing on Employees for Sustainable Technological Change

“…EMIS used in educational institutions hold similar significance as that of Enterprise Resource Planning (ERP) software applications used in other forms of organizations. Some educational institutions in the United Kingdom use customized versions with a combination of EMIS, LMS, m-learning, and OGS features ( Hook et al, 2015 ; Bond et al, 2020 ). The purpose of these systems includes but is not limited to, real-time processing of and access to information such as study materials, students records, assessment, and teaching resources; real-time grading of assignments; removal of physical barriers to resources; removal of the dependence on the physical presence of both the respective faculty and students; and removal of the distance between non-teaching and teaching staff for better administrative coordination.…”

Are they playing? Analysing “play” in playful learning in occupational therapy education

“…The players are expected to imagine themselves as part of the game narrative and engaging in problem solving (Gee, 2017). Similarly, current studies on OT education acknowledges the role of digital media in mediating meaning and in fostering playful interactions, which are functional to learning (Bates, 2017;Hook et al, 2015), hence contributing to the students' learning experience. Building on these insights, I will use the notions of intra-action and rhythm as critical lenses to understand how OT students experience mediated role-play with each other and through digital media, as framing resources.…”

“…The players are expected to imagine themselves as part of the game narrative and engaging in problem solving (Gee, 2017). Similarly, current studies on OT education acknowledges the role of digital media in mediating meaning and in fostering playful interactions, which are functional to learning (Bates, 2017; Hook et al., 2015), hence contributing to the students’ learning experience.…”

“…In general, mediated role-play is employed to prepare the students beforehand to engage in the clinical dialogue, a diagnostic practice involving patients and therapists (Bennet et al, 2017). Current studies document the benefits of mediated role-play, in fostering reflections and self-confidence (Hook et al, 2015;Shoemaker et al, 2014). However, most studies discuss data from quantitative surveys on the learning effectiveness of the tested media, not fully investigating how the students engage in role-play with these media and if they are playing at all.…”

Fables for Teachers and Pupils

“…This form of learning is aimed at fostering critical thinking and forms of hands-oninteraction with the learning material. An interesting example is [21] where Hook et al discussing how occupational therapy students experienced a virtual environment in Second Life. The students had to navigate with an avatar through a house and had to reflect on the house physical barriers, which hindered occupational performance for a patient moving on a wheelchair.…”