Date of Award
2026
Document Type
Scholarly Project
Degree Name
Doctor of Occupational Therapy (OTD)
Department
Occupational Therapy
First Advisor
Dr. Breann Lamborn
Abstract
Background: Occupational therapy students face high rates of burnout and attrition during graduate education due to mental health challenges, reliance on passive learning strategies, and non-learner-centered curricula. These barriers limit active learning and reduce practical readiness for independent practice. Gamification has been shown to enhance engagement and application of knowledge; however, its adoption is limited by time constraints, attitudinal barriers, and lack of implementation guidance.
Purpose: The purpose of this project was to develop practical, evidence-based faculty training resources and gamified learning activities to incorporate gamification into occupational therapy curricula for the promotion of student well-being, engagement, and professional readiness.
Methodology: A comprehensive literature review was conducted to examine (1) challenges faced by occupational therapy students and (2) the impact of gamification on student outcomes. Development was guided by the model of human occupation, Occupational Therapy Practice Framework (4th ed.), constructivism, the HEXAD Framework, self-determination theory, and Bloom’s taxonomy. In partnership with the University of North Dakota Occupational Therapy faculty and first-year students, gamified learning experiences were developed and implemented on site. An ongoing student and faculty needs assessment was used to inform iterative refinement of gamified activities and longitudinal development of the product.
Conclusions and Significance: Gamification addresses the need for active learning in occupational therapy education. The developed resource, Gamification of Higher Education: A Faculty Guide, provides step-by-step instructional guidance to support sustainable and scalable implementation of educational gamification to develop student motivation, engagement, and development of practical skills necessary for competent, entry-level practice.
Recommended Citation
Baumann, Payton Alise, "GAMIFYING OCCUPATIONAL THERAPY EDUCATION: ENHANCING STUDENT ENGAGEMENT AND OUTCOMES" (2026). Occupational Therapy Capstones. 738.
https://commons.und.edu/ot-grad/738