Playing a role-playing computer game to learn occupational therapy professionalism: Evaluating its impact on first-year students

Introduction: Professionalism is a core attribute for occupational therapists. However, teaching professionalism is challenging through traditional lecture-based methods due to its abstract nature. This highlights a need for alternative pedagogies to enhance students’ learning about occupational therapy professionalism.

Objectives: This study aimed to utilize a serious game to enhance first-year occupational therapy students’ knowledge of professionalism and investigate its effects.

Methods: A computer role-playing game was designed, and students played it as part of a subject on occupational therapy process. Subsequently, students, working in groups, observed occupational therapy practice and interviewed a therapist about their experiences and perspectives during the clinical visit. A mixed-methods approach, including pre- and post-class surveys and reflective journals, was used to evaluate learning outcomes.

Results: Forty-eight Bachelor’s and 41 Master’s students participated. Most students played the game 1–2 times for 30–89 minutes. Significant improvements were found in students’ understanding of professional values/attitude (Z=-7.18, p<0.001) and professional behaviours (Z=-7.02, p<0.001). Students also documented significantly more professionalism attributes observed from the therapist in their reflective journals (Z=-2.95, p=0.003), compared to the previous cohort. Three themes emerged from the open-ended survey responses, including “clear understanding of professionalism,” “immersive learning experience,” and “practical application of professionalism in interactive scenarios.” Students suggested optimising gameplay to enhance learning and user experience.

Conclusion: The use of a serious role-playing computer game may enhance first-year occupational therapy students’ learning of professionalism.