Gamifying education on addressing real-world barriers, obstacles, and challenges commonly encountered by mobility device users: A convergent mixed-methods feasibility study.

Abstract

Context: Despite significant improvements in the built environment over the past 30 years, barriers and obstacles still make navigating accessible environments challenging. Mobility Device Users (MDUs) typically receive training in controlled settings; however, this training may not adequately prepare them for real-world challenges. To address this gap in training, essential skills were identified and gamified into an educational board game called HERL-Town.

Objective: To assess the feasibility of the game as a training tool.

Design: A convergent mixed methods design with quantitative data collected using the Model for the Evaluation of Educational Games (MEEGA+) instrument and qualitative data gathered in 12 focus groups.

Setting: National Disabled Veterans Winter Sports Clinic (Snowmass Village, Colorado).

Results: The analysis included 35 adult MDUs who use ground transportation at least once a week and 15 travel companions who travel regularly with MDUs. Transformed mean scores for all nine MEEGA + dimensions were 55.85, suggesting favorable educational potential and user experience. Content analysis of focus group discussions suggests participants found HERL-Town engaging and educational, though some suggested enhancements to educational content and usability of physical elements of the game.

Conclusion: HERL-Town offers a new and novel approach to training essential skills needed to utilize ground transportation effectively. MDUs may know how to operate mobility devices; however, anticipating challenges and identifying strategies for addressing these challenges in real-world environments requires trial and error garnered over an extended period. Gamification of these strategies may help MDUs anticipate these challenges and identify adaptive responses in dynamic environments.