Simulation and Gamification in Higher Education

Professor Michael A. Cowling

Join Professor Michael A. Cowling—renowned for his pioneering work in AR/VR, robotics, and a strong presence within ASCILITE—as he unpacks the evolving relationship between extended reality and technology-enhanced learning and what this means for simulation and gamification. With decades of experience in simulation, Professor Cowling explores its critical role in preparing health professionals, especially paramedics, and questions what ‘simulation’ truly means in practice. Drawing on the Milgram virtuality continuum and a "pedagogy before technology" model, he highlights how simulation goes beyond immersive tech. Expect engaging case studies across disciplines that challenge traditional assumptions and showcase creative, cost-effective alternatives to high-end simulation. Whether you’re in education, healthcare, or another domain, this session promises valuable insights into designing meaningful learning experiences. Don’t miss this opportunity to rethink simulation not just as a technology, but as a pedagogical tool that spans realities.

The Against Erasure project presents a 3D digital reconstruction of the Manus Island Offshore Processing Centre, developed as a multidisciplinary teaching resource for humanities and social sciences. The model preserves an historical record of the now-dismantled detention centre, where thousands of refugees were imprisoned under Australia's offshore processing regime. Despite limited access to official documents, the reconstruction was created using archival materials, interviews, Google Maps, film footage, and audio recordings. The accompanying Canvas community site demonstrates research-led teaching, utilising H5P, Seekbeak, and other learning technologies to contextualise the model across disciplines and delivery modes. Students engage in co-constructing interactive hotspots, becoming active contributors to the simulated site. The model functions as a provocation, prompting students to consider simulation as a technique for memorialisation and countering historical erasure. This project represents a significant contribution to collective knowledge about the facility and its location. It demonstrates how learning technologies can advance research and teaching for restorative justice purposes, while offering insights into the impacts of systemic injustice through concepts like 'performation' in digital memory enhancement.

This case study presents outcomes from a novel methodology in Collaborative Online International Learning (COIL) for Health Humanities, utilising digitised cultural collections from the University of Melbourne, National University of Singapore, and University of Hong Kong. The project demonstrates how e-curation of shared cultural collections enhances access to transformative interdisciplinary teaching and learning experiences. A Health Humanities Global Classroom (HHGC) was developed to provide a borderless, cost-effective means for health students to learn interculturally with international peers. The pedagogy combines Object-Based Learning with COIL, using an e-gallery of 26 culturally diverse objects. Fifty-eight health-related students participated in 2-hour online seminars across the three universities. Data collection involved pre- and post-seminar surveys, focus groups, and textual notes from learning activities. Results show over 90% of participants reported increased awareness of intercultural communication and global health perspectives. Focus groups revealed the deeply impactful nature of learning through digitised artworks and cultural artefacts. This innovative approach provides valuable insights into developing healthcare professionals' intercultural capabilities in a globalised context. The methodology offers a model for utilisation across various disciplines, leveraging cultural collections to enhance international learning experiences.

This project explores the development and implementation of a gamified branching scenario (BrSc) designed to improve clinical reasoning skills in second-year dental and oral health students. Utilising a Design-Based Research approach, a survey platform was repurposed to create an interactive, narrative-driven simulation focused on managing atypical dental pain. The BrSc incorporates gamification elements, including strategically placed 'learning points' and multiple pathways, to engage students and promote productive failure. Preliminary results from 149 students (775 attempts) demonstrate high engagement levels and effective use of gamified elements. Learning analytics provided valuable insights into student decision-making patterns and areas of difficulty. The tool facilitated peer learning and discussion, contributing to a thriving student community. This work showcases the potential of repurposing survey platforms for creating sophisticated, gamified simulations in dental education. It offers insights into gamification design choices and their effects on student engagement and learning behavior. The presentation will include a brief demonstration of the BrSc, discussion of design decisions, and exploration of adapting these principles to other teaching contexts to enhance student learning.

Laura Mártires, Melbourne School of Design, Faculty of Architecture, Building and Planning

This paper explores the integration of open-source gaming software into architectural design practice and education. It presents two case studies demonstrating how real-time engines can enhance architectural design processes, challenging traditional representation techniques that are abstract, static, and service-oriented. The research advocates for the importance of simulation and filmic practices as generative tools for architectural design, allowing for immersive and interactive stakeholder engagement. It argues for the inclusion of these tools in design studio pedagogy, valuing excellence in education and studio experience. The first case study illustrates how simulation enables precise design decisions pertaining to contextual information, materiality, and spatial user experience in professional practice. The second case study demonstrates how simulation practices allow students to speculate on urban future challenges through a design fiction lens while presenting immersive and evocative concepts. The research proposes a shift in the way architects engage with gaming software tools as design enablers rather than visualisers. It offers a novel perspective on incorporating simulation and immersion technologies into architectural design studio pedagogy models, empowering students to contemplate alternative ways of thinking and communicating speculative projects. In conclusion, the study advocates for integrating gaming software tools like Unreal Engine 5 into architectural practice and education, offering architects new competencies for dynamic, iterative, and engaging design processes.

Associate Professor Kayley Lyons (Presenting Author) & Associate Professor Nathan Stam Melbourne School of Population and Global Health, Faculty of Medicine, Dentistry and Health Sciences
Dan Laurence (Presenting Author) & Warren Booth, Melbourne Online

This project introduces an innovative AI-enabled role-playing simulation for teaching stakeholder management in public health education. Implemented in the "Public Health Leadership and Management" course at the University of Melbourne, the simulation employs a custom-made AI Cogniti bot to create realistic stakeholder interactions for Master of Public Health students. Students, acting as project managers implementing a digital health project, engage with three AI-simulated stakeholders: an addiction services director, a technology developer, and a lived experience advocate. The simulation unfolds across three structured learning sessions, progressively challenging students with individual consultations, conflicting stakeholder needs, and multi-stakeholder negotiations. Currently being implemented with over 250 students, the evaluation will include a post-simulation survey measuring self-efficacy in stakeholder management and perceived utility of the simulation. The simulation model is adaptable across disciplines, providing a framework for creating authentic, scalable learning experiences responsive to individual needs.

Associate Professor Melissa Russell, Melbourne School of Population and Global Health, Faculty of Medicine, Dentistry and Health Sciences

'The Island' is an innovative educational simulation transforming public health and epidemiology education in the Bachelor of Biomedicine program. Set in a fictional tropical paradise, students become 'Interns' at the Island Department of Health, tackling real-world public health challenges through weekly evolving scenarios. The simulation integrates a flipped classroom approach with active peer learning. Students engage with online content modules presented by 'Experts' before collaboratively problem-solving in tutorials. This structure aligns with cognitive load and informal learning theories, fostering student connection through extensive peer interaction. Over three years, the subject has consistently received high student satisfaction scores, particularly for engagement and interaction. The simulation runs as a standard subject without additional costs, demonstrating its potential as a scalable, low-cost educational tool. This case study contributes to scholarship by showcasing a large-scale, low-tech simulation that could be adapted to various disciplines. 'The Island' offers a unique, immersive learning experience that challenges students to apply theoretical knowledge to practical scenarios, enhancing their understanding of public health and epidemiology concepts.

Dr Donella Chisari, Department of Audiology and Speech Pathology, Faculty of Medicine, Dentistry and Health Sciences

This paper explores the implementation of digital simulations in audiology education, addressing the evolving landscape of clinical training and the growing demand for clinical placements. Two studies were conducted to evaluate the effectiveness of these innovative tools. The first study compared traditional problem-based learning with an e-simulation module for teaching clinical decision-making in infant diagnostic testing. Results showed no significant difference in exam performance between the two methods, indicating that e-simulations can be as effective as traditional approaches. The second study investigated the impact of pediatric virtual patients on audiology students' self-efficacy in performing behavioral hearing assessments. Findings revealed statistically significant improvements in self-efficacy for cognitive and psychomotor domains following virtual patient use. Both studies demonstrated that well-designed digital simulations can effectively supplement traditional teaching methods, enhance student engagement, and improve self-efficacy in clinical skills. The research contributes to the growing body of evidence supporting the use of digital simulations in audiology education and highlights the importance of user experience in implementation strategies. These findings have implications for curriculum design in audiology programs, suggesting that digital simulations can provide valuable learning experiences, particularly in areas where clinical exposure may be limited.

Associate Professor Margaret Osborne, Melbourne Conservatorium of Music, Faculty of Fine Arts and Music & Ben Loveridge, Student and Scholarly Services

Virtual reality (VR) simulations offer promising opportunities for managing performance anxiety among musicians in training. This study explores the design and implementation of a VR-based intervention for performance coaching at the University of Melbourne. Aligned with the institution's ASE Strategy, the project aims to extend learning into virtual spaces and develop mental skills for performance. The research employs semi-immersive simulations replicating concert environments to facilitate anxiety management routines. In Phase 1, eight consenting students learned a centering routine and performed in a virtual concert hall using OvationVR software. Heart rate, subjective distress, and confidence levels were measured throughout the exposure task. Preliminary findings indicate that the virtual environment effectively elicited cognitive and affective responses associated with performance anxiety. The centering routine's efficacy was demonstrated by decreased anxiety and increased confidence levels between two virtual performances within a semester. Phase 2, currently underway, involves developing a bespoke virtual music simulation using a user-centered design approach. This study contributes to the scholarship of teaching and learning by offering insights into immersive reality applications for managing performance-related stress. The principles derived may inform interventions across disciplines involving high-stress scenarios, supporting the development of a design framework to enhance performance in higher education.

Associate Professor Stuart Barber, Faculty of Science

This paper explores the integration of virtual reality (VR) into veterinary science education, addressing the challenge of preparing urban-background students for omnicompetence in livestock practice. The study focuses on the development and implementation of virtual farm enterprise visits as a complement to traditional on-site learning experiences.  The research utilises 360-degree imaging content embedded within the learning management system Canvas, allowing students to explore virtual farming enterprises. This approach accommodates diverse learner needs, including international students and those with physical limitations. The virtual visits serve as both standalone experiences and integrated components of broader learning modules and assessments. Preliminary feedback suggests that the VR integration assists student understanding of enterprises, potentially mitigating environmental variables that can impact on-farm learning. The study proposes that a combination of VR and on-farm experience may be more effective for knowledge retention than solely on-farm experience. While initial results are promising, the authors acknowledge the need for further evidence-based review to demonstrate improved learning outcomes. The paper contributes to the growing body of scholarship on technology-enhanced learning in veterinary education and offers insights into the potential of VR to rapidly upskill students in livestock production systems.