The VR Courtroom Game Image 1: VR Courtroom during Gameplay In response to the discussions at the 2023 Teaching and Learning Indaba, the Faculty of Law at UJ, in collaboration with the Johannesburg Business School (JBS) Innovation Lab, pursued the idea of developing the ‘VR Courtroom Game’ game. This was done on the pedagogical basis of ‘gamification’. Gamification can be said to be an emerging trend in education wherein one uses games to assist in the learning, as well as skills and knowledge transfer of nongaming elements (Carponettetto et al., 2014, p. 50). In this context; the concept was to transfer legal knowledge and critical skills to students through a virtual reality courtroom game. Some reported advantages of the pedagogical approach to ‘gamification’ include advanced student engagement and placing students in a more active role in the teaching and learning process (Nah et al., 2014, p. 404-405). Gamification includes key elements which can be grouped into three broad categories, all of which were the focus of the VR Courtroom game (Nah et al., 2014, p 405-406): Element 1: The storyline. The content development team from the Faculty of Law spent many sessions developing an engaging and interesting storyline that captured the students’ attention. Element 2: Interaction (or immersion). This element relates to the level of student interaction with the storyline. There are conceivably two extremes to this, the first being a linear and reactive manner (which traditional non-gamification structures are based on), and the other is total immersion, wherein the individual may interact nonlinearly. Advanced technologies allow the VR Courtroom Game to leverage advanced immersion in the gameplay. Element 3: The reward system. The reward system in a game relates to, on the one hand, the mastery of the game’s content (in this case, the knowledge and skills the game provides users), which is integrally linked to immersion within the game. On the other hand, the reward system can also take different forms, such as a point system, leader boards, levels/stages, and badges (which were utilised within the VR Courtroom Game). The rationale behind the reward system is to keep students engaged and motivate students to return to the game to interact again in the future (thereby maximising the learning experience). These three broad elements were at the heart of the development of the VR Courtroom Game, which will enhance the teaching and learning experience. The VR Courtroom Game is unique, presents complex legal scenarios in various disciplines, and improves understanding of the interconnectedness of legal principles while making learning exciting and enjoyable. How It Works The immersive nature of VR significantly enhances student engagement and retention of information. In the VR Courtroom Game, students virtually explore courtrooms and participate in simulated events, applying their knowledge in a realistic, interactive environment. The experiential learning approach bridges the gap between theoretical knowledge and practical application. Image 2: VR Courtroom Game As one content development team member noted, “The integration of the VR Courtroom Game into our discipline could potentially bridge the gap between theoretical knowledge and practical application, making learning more effective and enjoyable for students”. Incorporating VR technology into legal education offers a transformative approach that enhances students’ analytical skills and better prepares them for real-world practice. By providing a comprehensive and engaging learning experience, VR can help students develop a deeper understanding of the law’s interconnected nature and equip them to tackle complex legal issues effectively. Image 1: VR Courtroom during Gameplay Image 2: VR Courtroom Game Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 125
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