Benefits and challenges with gamified multi-media physiotherapy case studies: a mixed method study

Abstract

Background The use of gamification in higher education context has become popular in recent years with one aim of enhancing learning motivation, yet, it is unknown how physiotherapy students perceive gamified education experience. Using gamification together with multi-media patient case studies, this study explored whether and how gamified education motivated physiotherapy students’ learning. It also investigated how other factors such as class design and mechanics affected gamified experience. Method Six case studies in the subject Neurological Physiotherapy were transformed from paper-based cases to multi-media cases built by iSpring suite 8.1. Simulated, real or animated clients were used. Gamification mechanics such as leaderboards, scoring and prioritisation were embedded in the case studies. These gamified case studies were used in classes with Year-3 students enrolled in this subject. After taking these classes, 10 students participated in two focus groups and 32 students responded to a survey to share their experiences and perceptions on this pedagogy. Results Results showed that students perceived gamified education as motivating since this satisfied their competence and social needs and enhanced their self-efficacy. In addition, authentic patient videos, class activities that allowed conflict resolution and reflection, and the use of leaderboards were enablers in this gamified experience. Conclusion Future gamified education in physiotherapy can provide authentic experience through class designs and gamification mechanics to foster learning motivation. A suggested mapping of gamified lessons for physiotherapy education is provided based on the results of this study.

The Benefits of Implementing Authentic-Based Multimedia Learning in Higher Education Institutions

“…Increased student motivation and engagement 16 Doris Yin Kei Chong (2019) To provide authentic experience through class designs and gamification as a multimedia pedagogy to foster learning motivation…”

Training the Trainer: Preparing Anesthesiology Residents to be Trainers in the Operating Room

“…We would also like to introduce elements of gamification, which has been shown to enhance learning and could help further improve the peer apprenticeship process by encouraging friendly competition among senior and junior residents. 27 …”

Digital Entry-Level Education in Physiotherapy: a Commentary to Inform Post-COVID-19 Future Directions

“…The provision of different types of online modules has been investigated and evaluated from the students' perspective [33,[40][41][42]. Students stress the importance of the inclusion of scenarios and realistic simulations; especially real patients participating in the simulations [33,41,42].…”

“…The provision of different types of online modules has been investigated and evaluated from the students' perspective [33,[40][41][42]. Students stress the importance of the inclusion of scenarios and realistic simulations; especially real patients participating in the simulations [33,41,42]. This latter part was deemed necessary for the development of non-verbal communication skills, and as such, combining virtual learning with hands-on practice seems to be better indicated to address aspects of communication.…”

“…However, a suitable modality of allowing students' interaction online, as during face-to-face education, as well as integrating strategies to facilitate online learning should be considered [42]. Motivation was considered an important aspect in online learning, and although controversial, the use of gamification was seen to enhance motivation especially in final course grades [41]. Technical difficulties, such as inconsistent system usability when multiple users logged in to the system simultaneously, were reported impacting negatively on the user experience [33].…”