Twenty Years of Teaching and Learning at the University of Johannesburg 2005 – 2025 A JOURNEY OF INNOVATION
5/ Abbreviations and Acronyms 6/ Foreword Professor Sehaam Khan 8/ Introduction Gloria Castrillon, Kibbie Naidoo & Ferhana Raban SECTION ONE 14/ Enhancing student engagement for student success in online learning: Tools from UJ’s free self-paced online short-learning programmes Dr Carina van Rooyen and Ms Valerie Kondo 20/ From passive to participatory: A reflection on the use of gamification as a catalyst for transforming complex module content and student engagement Dr Farhahna Allie SECTION TWO 28/ Haptic learning, three-dimensional printing, and painting for radiograph appraisal: A chiropractic education innovation Dr Glen Paton, Ms Janine Correia and Prof Simone Titus-Dawson 32/ Navigating the new era: AI’s role in postgraduate research Ms Koketso Pila 35/ Assessment and psychopathology module within the Master’s in Educational Psychology programme Ms Athena Clayton and Dr Daphney Mawila-Chauke 38/ Innovative learning analytics for virtual reality (LAViR): Reshaping the future of teacher education through immersive learning in a virtual reality classroom Prof Umesh Ramnarain, Ms Noluthando Mdlalose, Prof Mafor Penn, Prof Christo van der Westhuizen, Dr Ivan Moser, Dr Martin Hlosta and Prof Per Bergamin 44/ Reflections on the use of AI and technology in legal education: Teaching and learning innovations in the faculty of law Prof Puseletso Letete TABLE OF CONTENTS B A Journey of Innovation
SECTION THREE 52/ Unpacking a handbag, contrapuntal thinking and speaking up: A reflective dialogue Dr Seriane Morapeli and Dr Roela Hattingh 59/ The problems are intimate to our social lives: Situating anthropology and development studies in contemporary South Africa and the pursuit for reparative education Mr Lisebe Kungawo Tumani, Prof Gcobani Qambela, and Ms Naledi Mosito 68/ A COIL collaboration in integrating sustainability into teaching and learning using a green pedagogical approach Prof Kat Yassim 74/ The art of supervision: From tradition to transformation Prof Suzy Graham and Mrs Ferhana Raban 79/ Bridging theory and practice: The UJ Social Justice Internship Programme Dr Meghan Finn and Ms Sanele Ndlovu SECTION 4 86/ Vice-Chancellor Award Winners for Teaching Excellence Evolving teaching philosophy through research-integrated practice: A reflective journey Dr Thulane Paepae 90/ Vice-Chancellor multi-award winner for Teaching Excellence Prof Catherine Botha 95/ Teaching and leading during the Dystopia: Embodied teaching, academic surrogacy and life post the VC Teaching Award Prof Gcobani Qambela 99/ From lecturer to global educator: Using social media analytics to measure teaching effectiveness Prof Philip Baron 104/ Dr Andrew Craig’s Innovative Journey from Outreach to Impact at UJ Dr Andrew Craig 1 A Journey of Innovation
2 A Journey of Innovation
ABBREVIATIONS AND ACRONYMS ADC Academic Development Centre AI Artificial Intelligence ASD Autism Spectrum Disorder CAT Central Academic Technologies CALTSTEAM Centre for Advanced Learning Technologies in Science, Technology, Engineering, Arts and Mathematics COI Community of Inquiry COIL Collaborative Online International Learning DTE Division for Teaching Excellence EfS Education for Sustainability FFHS Faculty of Education, in Collaboration with the Swiss Distance University of Applied Sciences FLOAT Faculty of Law Online Academic Tutor FTLC Faculty Teaching and Learning Committee 4IR Fourth Industrial Revolution GBV Gender-Based Violence HP&C Haptic Paint and Colour HVOD Haptico-visual Observation and Drawing HEIs Higher Education Institutions JBS Johannesburg Business School LHR Lawyers for Human Rights LA Learning Analytics ORDER Observe–Reflect–Draw–Edit–Repeat PALAR Participatory Action Learning Action Research PLHET Preparation, Linking, Hook, Engagement, Transfer PSTs Pre-service Teachers RAF Road Accident Fund SoTL Scholarship of Teaching and Learning SLP Short-Learning Programme SMA Social Media Analytics SMI Social Media Index SERI Socio-Economic Rights Institute of South Africa SADF South African Defence Force SASUF South Africa-Sweden University Forum SDGs Sustainable Development Goals 2D Two-Dimensional 3D Three-Dimensional 3D printing Three-Dimensional Printing UJ SJIP UJ Social Justice Internship Programme UJ University of Johannesburg VR Virtual Reality YVIS YouTube Video Impact Score 3 A Journey of Innovation
FOREWORD The road ahead: Teaching innovation as a journey of evolution and purpose Professor Sehaam Khan, Deputy Vice-Chancellor: Academic, University of Johannesburg 4 A Journey of Innovation
Over the past two decades, university teaching has changed more than at any other time in modern education. Classrooms that were once defined by chalkboards and lectures have become dynamic spaces of interaction, collaboration, and experimentation. Digital tools have reshaped how we access knowledge. Global conversations around equity and inclusion have transformed what we teach and how we connect with students. Yet, at the heart of this evolution, one truth remains: effective teaching has always been about inspiring curiosity. This publication traces that journey, not just as a timeline of innovation, but as a roadmap for how teaching continues to evolve at the University of Johannesburg and beyond. Twenty years ago, success in higher education was measured by content coverage and assessment results. Today, although these metrics remain, success is equally about student engagement and autonomy, and the ability to think critically and creatively in uncertain and complex worlds. Students no longer come to class as passive recipients of information; they arrive with questions, experiences, and digital fluency, all of which challenge us to teach differently. The shift toward innovation in teaching and learning, however, has been driven by necessity as much as by the imagination. The rapid growth of technology and the resulting revolutions, the disruptions caused by the pandemic, and the sudden prominence of artificial intelligence have forced educators to rethink their traditional approaches. But this is not just a story about being reactive, adapting to change; it is about an anticipatory embrace of opportunity. When used thoughtfully, tools such as microlearning, gamification, augmented reality, and AI deepen understanding and bring concepts to life. They make learning more immediate, interactive, and relevant. Innovation in teaching is not only about technology; it is fundamentally about people, educators willing to experiment, reflect, and connect meaningfully with their students, and students who are agentic learners. The evolution of teaching matters because it invites us to move from instruction to inspiration. When students are encouraged to explore, question, and discover for themselves, learning becomes something they own, not something they receive. This autonomy fuels motivation, confidence, and lifelong curiosity, the very qualities that define successful graduates in a rapidly changing world. As we look back on twenty years of progress, this collection celebrates not just new methods and tools, but the mindsets behind them. It reminds us that innovation is not a trend but a culture, one that thrives on curiosity, collaboration, and care. The articles that follow are milestones on this continuing journey, each one offering insight into how we can keep learning, teaching, and transforming together. 5 A Journey of Innovation
INTRODUCTION Dr Gloria Castrillón (Senior Director in the DTE), Dr Kibbie Naidoo (Director of CASD), and Ms Ferhana Raban (Specialist in DTE) 6 A Journey of Innovation
Innovation in teaching and learning is a journey rather than a destination. It begins with curiosity — the courage to question what we know, to experiment with what we do, and to reimagine what learning can be. The Teaching Innovation Journey captures this ongoing movement of thought and practice across the University of Johannesburg, showcasing educators who are shaping the future of higher education with creativity, care, and purpose. to an AI-enhanced environment marks a significant turning point in postgraduate education. Artificial intelligence enables faster processes, deeper insights into data, and better writing and analysis, but also reveals the ongoing importance of human judgment, ethical responsibility, and critical thinking. The Assessment and psychopathology module within the Master’s in Educational Psychology programme by Ms Athena Clayton and Dr Daphney Mawila-Chauke demonstrated how a strategically designed symposia affordMaster’s in Educational Psychology students the space to grow from academics to responsive and inclusive practitioners. In Innovative learning analytics for virtual reality (LaViR): Reshaping the future of teacher education through immersive learning in a virtual reality classroom Prof Umesh Ramnarain and the LaVIT Team reimagine teacher education through immersive experiences by simulating authentic classroom environments, the VR platform provides a dynamic and interactive context in which PSTs rehearse science teaching practices, engage in reflective observation, and develop pedagogical competencies in a low-risk, yet realistic setting. Reflections on the use of AI and technology in legal education: Teaching and learning In Departure, we start with a renewed focus on student engagement. Enhancing student engagement for student success in online learning: Tools from UJ’s free self-paced online short-learning programmes, Dr Carina van Rooyen and Ms Valerie Kondo highlights how UJ’s self-paced short learning programmes are intentionally designed learning experiences that help students take ownership of their studies, while From passive to participatory: A reflection on the use of gamification as a catalyst for transforming complex module content and student engagement by Dr Farhahana Allie shows how gamification can turn complex content into meaningful interaction within STEM education. These early steps remind us that innovation begins with meeting students where they are and inviting them to be active partners in their learning. Our path continues in Exploration, where technology becomes a tool for transformation. Haptic learning, threedimensional printing, and painting for radiograph appraisal: A chiropractic education innovation by Dr Glen Patton, Ms Janine Correia and Prof Simon Titus-Dawson brings the tactile and visual integration to allow students tomap anatomical regions across modalities, reinforcing their understanding of structure and spatial relationships. Navigating the new era: AI’s role in postgraduate research by Ms Koketso Pila explains how the journey from traditional, manual research methods 7 A Journey of Innovation
innovations in the faculty of law by Prof Puseletso Letete reflects on three innovative projects which have positively impacted recent teaching practices of law and fostered inclusive teaching and learning practices at the Faculty of Law at UJ. These projects provide an insight into the possibilities available to enhance practical clinical teaching and learning in law, while advancing the notions of inclusivity, transformation, and the use of technology in legal education. The contributions in Exploration reveal a future where technology amplifies human creativity rather than replacing it. Every journey requires Reflection and in Unpacking a handbag, contrapuntal thinking and speaking up: A reflective dialogue, lecturers Dr Seriane Morapeli and Dr Roela Hattingh turn inward, exploring the connections between identity, courage, and academic voice. The problems are intimate to our social lives: Situating anthropology and development studies in contemporary South Africa and the pursuit for reparative education by Mr Lisebe Kungawo Tuman, Prof Gcobani Qambela and Ms Naledi Mosito situates anthropology and development studies within the pursuit of reparative education, while A Coil collaboration in integrating sustainability into teaching and learning using a green pedagogical approach Prof Kat Yassim demonstrates that sustainability education need not be confined to specialised courses or programmes; rather, it can and should be embedded across the existing and new curricula through intentional pedagogical innovation. A green pedagogy offers a flexible and responsive approach that empowers educators and students to co-create knowledge, address local and global challenges, and imagine alternative futures. The art of supervision: From tradition to transformation by Prof Suzy Graham and Ms Ferhana Raban reminds us that supervision needs to transform with the students being supervised. Bridging theory and practice: The UJ Social Justice Internship programme by Dr Meghan Finn and Ms Sanele Ndlovu explains how UJ Social Justice Internship Programme represents a valuable contribution to UJ’s two-decade journey of innovative teaching and learning and social impact. Through these pieces, we are reminded that innovation in teaching and learning is not only technical, it is also purposeful, ethical, emotional, and deeply human. Finally, we arrive at Arrival, where The Vice-Chancellor Award Winners for Teaching Excellence from past years bring our journey full circle, celebrating the individuals who embody excellence, inclusion, and imagination in teaching. Their work reminds us that great teaching inspires change long after the class ends. Each contribution in this collection reflects a step forward, an experiment, a reflection, a breakthrough towards student success. Together, they show that innovation is not a single act, but a shared journey of learning, unlearning, and renewal. As we continue to walk this path, may we remain open to discovery, grounded in reflection, and united by our commitment to transforming lives through education. The Teaching Innovation Journey Innovation in teaching rarely happens in a single moment. It is a process of curiosity, experimentation, and reflection — a willingness to rethink how students learn and how educators teach. At the University of Johannesburg, this spirit of innovation is visible across disciplines, classrooms, and learning spaces. A Journey of Innovation 8
Departure – Reimagining Engagement Exploration – Technology and Transformation Reflection – Rethinking Practice and Identity Arrival – Celebrating Excellence 2. 3. 4. 1. Teaching innovation begins when we dare to rethink what learning could be. This publication captures that journey through the voices of a selection of educators who are shaping more engaging, inclusive, and future-oriented teaching practices. Each story marks a step along the path of discovery — from reimagining student engagement and experimenting with emerging technologies to reflecting on professional identity and celebrating excellence in teaching. The Teaching Innovation Journey invites you to travel through these experiences. You’ll meet educators who turn complex theory into active learning, use artificial intelligence and virtual reality to enrich understanding, and create opportunities for students to learn through social justice, creativity, and dialogue. As you move through each section, we hope you’ll see innovation not as a destination, but as a continuous journey—one that grows through collaboration, reflection, and courage to try something new. 9 A Journey of Innovation
DEPARTURE: REIMAGINING ENGAGEMENT SECTION ONE 10 A Journey of Innovation
This section explores how UJ academics are transforming engagement by shifting from passive learning to active, participatory experiences. Through creative design, digital tools, and reflection, these educators are helping students take ownership of their learning in ways that promote deeper understanding and lasting success. Why this matters Student engagement is central to success. When learners are motivated and involved, they are more likely to persist, perform, and grow in confidence. Innovation in teaching begins with that simple but powerful idea — that engagement is not something we demand from students, but something we design for them. 11 A Journey of Innovation
ENHANCING STUDENT ENGAGEMENT FOR STUDENT SUCCESS IN ONLINE LEARNING: Tools from UJ’s free self-paced online short-learning programmes Dr Carina van Rooyen and Ms Valerie Kondo Dr Carina van Rooyen is the online programmes manager at CAT Ms Valerie Kondo is the OLED team coordinator at CAT Whilst Carina and Valerie wrote this article, the work they engage with has been done since 2017, initially by ADC, then by the SLP team and now the Online Learning Experience Designer (OLED) team at CAT. A Journey of Innovation 12
In 2017, in response to the decolonial discussions ongoing within UJ, a team within the Academic Development Centre (ADC) developed an online selfpaced short-learning programme (SLP) called African Insights. This SLP was offered free of charge to all UJ students and staff. Based on the success of this SLP and in light of UJ’s new strategic direction related to the Fourth Industrial Revolution (4IR), in 2020, the Centre for Academic Technologies (CAT) began offering another online, self-paced (thus asynchronous) free SLP to UJ staff and students, titled Artificial Intelligence in the 4IR. By 2021, both SLPs were also made available to the public. CAT now offers eleven free online self-paced SLPs to UJ students, staff, and the public, with a merit-based e-certificate awarded upon completion of the course. These SLPs serve three broad purposes: (1) enhancing employability in the future world of work through basic skills-focused offerings – the two SLPs on information literacy and the suite of SLPs on Excel, Word, Presentation and MS Teams for the workplace exemplify this purpose; (2) world-relevant topics foregrounding African perspectives and insights – the African Insights, Introduction to the Sustainable Development Goals and Artificial Intelligence in the 4IR exemplify this second purpose; and (3) personal life enhancement, with the SLPs on Financial Literacy and on Being a Responsible Digital Citizenship exemplifying this purpose. By the end of 2024, cumulative completion numbers in all the free self-paced SLPs were close to 100 000. A key challenge for free self-paced online SLPs (or MOOCs) is ensuring high completion rates. Typically, the completion rate in free MOOCs worldwide is between five and ten per cent of enrolment (Henderikx et al. 2017; Jordan 2014; Reich & Ruiperez-Valiente 2019). With UJ’s free online SLPs, we have pushed completion rates to 34% by 2024. This has been achieved through a conscious effort to design online learning experiences that foreground student engagement. Research indicates that student engagement is crucial for successful learning (Northey et al. 2015; Tinto 2014), particularly in online environments (Chiu 2022; Everett 2015). Student engagement can be defined as some form of active and meaningful involvement – emotionally, cognitively and behaviourally – by students in their learning (Fredricks et al. 2004; Kuh 2009). This article outlines how we utilised various UJ Moodle tools and facilitation strategies to enhance student engagement in UJ’s free online SLPs. In all these SLPs, we are informed by social justice regarding the content, design, and delivery of the SLPs.1 1 Note the difference between inclusive language and a social justice lens. When we follow a decolonial critique, how ‘inclusive’ is used in several contexts implies bringing the ‘other’ into a ‘norm’ without actually changing the norm. Those included then must adapt to the norm. Social justice, on the other hand, is about changing the ‘norm’ or the system altogether. CAT now offers eleven free online self-paced SLPs to UJ students, staff, and the public, with a merit-based e-certificate awarded upon completion of the course. 13 A Journey of Innovation
In CAT’s design of online SLPs, we draw on Garrison and colleagues’ (2000) community of inquiry (COI) framework to design for social, cognitive and teaching presences in the SLPs.2 In this article, we use these three presences to structure our discussion of how we intentionally upped student engagement in online learning.3 The diagram below provides an overview of the UJ Moodle tools used to enhance the three COI presences in our SLPs. Figure 1: The UJ Moodle tools used to design for COI presence to enhance student engagement in online learning To enhance student engagement, our SLPs are intentionally designed to foster teaching presence. Teaching presence refers to the design, facilitation, and direction provided to cognitive and social processes to ensure learning (Anderson et al. 2001). Our SLPs include student orientation resources and a ‘get to know your facilitators’ section. As SLP facilitators, we share personal information about ourselves through text, photos, cartoons, and/or short videos so that our students can get a sense of who we are and start building connections with us. Another means of teaching presence used by the OLED team is immediacy behaviours in which facilitators use communicative actions to send positive messages of liking and closeness, thereby decreasing psychological distance between participants and positively affecting one’s motivation. In our asynchronous learning settings, we communicate this in the tone (online ‘body language’) of the Welcome section and general text, including emojis. The SLP facilitators do not use formal language; instead, they employ colloquial language and humour in all their communication with participants. The weekly announcements communicate important information or check-ins, summarise highlights from discussion boards, and reflect on the previous and upcoming weeks to encourage engagement. Timely responses to student emails are another key aspect of teaching presence. Facilitators also constantly monitor the discussion forums, support forums (Q&A spaces) and the chat or tearooms 2 This involved what Leslie (2020) calls the trifecta of student engagement: interacting with the course content, engaging peers, and engaging the learning facilitators. 3 We also draw on data from the 2023 and 2024 pre- and post-surveys that the SLP participants completed, as well as UJ Moodle course analytics. The SLP facilitators do not use formal language; instead, they employ colloquial language and humour in all their communication with participants. A Journey of Innovation 14
(for social engagements) to ensure these spaces are supportive and engaging. Additionally, SLP facilitators host monthly or bimonthly (depending on the notional hours of the SLP) synchronous webinars or huddles, which are voluntary to attend, given the self-paced nature of the SLPs. In these sessions, facilitators specifically encourage participants to bring their own experiences and ideas into activities and discussions, and to interact with each other empathetically in breakout rooms. Participants can post any specific questions or topics they would like to discuss in the huddles beforehand. After a huddle, an announcement summarises the key takeaways, shares the recording, and encourages asynchronous engagement in the online spaces (such as Google Docs or Padlet) utilised in the huddle. A particularly successful immediacy behaviour is sending targeted messages to specific participants based on Moodle course reports. These reports help identify the nature and extent of student participation in various learning activities. The SLP facilitators use the data to identify participants who have either not started working through the learning activities or have not worked on them in a while, and to message them with personalised encouragement to engage in the SLP. The colloquial tone used by facilitators and the personalised message typically invoke a positive response from participants, who often respond by engaging in the SLP. All these efforts towards enhanced teaching presence proceed from considering the needs of the participants, and them feeling seen and heard. Thank you for the insightful course. A world-class experience – curiosity sparked indeed! I appreciate the time and effort put into making this such an engaging learning experience. The announcements and caring messages reminded me of the SLP and pulled me back to complete the course – thank you! What I liked most about the course was how engaging and clear the lessons were. The course broke down complex topics into easy-to-understand parts, and the practical examples really helped me apply what I learned. I also appreciated the interactive elements, such as quizzes and discussions, which kept me involved and made learning more enjoyable. Overall, I found the course to be well-structured and informative. The instructor was clear and concise, and the materials provided were relevant and useful. I appreciated the opportunity to learn and practice new skills, and I'm confident that I can apply them in my work. Thank you for creating and delivering a valuable learning experience! The colloquial tone used by facilitators and the personalised message typically invoke a positive response from participants, who often respond by engaging in the SLP. 15 A Journey of Innovation
The second COI presence essential for student engagement is cognitive presence; it is about how students are enabled to know, do and be, related to your SLP learning outcomes. In our SLPs, we extensively utilise cognitive presence through textbased and video-based content, as well as discussion forums and reflection journals. We provide students with short videos and activities to pique their interest in the content, while creating spaces for them to add their ideas and opinions related to the material. In all the free SLPs, we utilise h5p (a plugin in UJ Moodle) to create interactive content. Not only do h5p content types (such as image pairing, memory games, branching scenarios, and game maps) allow students to engage with the content more deeply, but they also bring fun and gamification to the SLPs. We also use online badges and Level-Up (deployed in UJ Moodle) to motivate students to consistently complete a range of activities that serve as assessment for learning. A convenient feature in UJ Moodle for online learning is completion tracking. With this feature activated, participants can track their progress through the SLP and know precisely where they were the previous time they were in this course. This helps reduce the cognitive load on students, enabling them to focus on what they should engage with next more quickly. Feedback in the post-SLP survey indicates that participants value the cognitive presence in our SLPs: I found the course to be informative and valuable… The course content was well-organised and presented in a clear manner, allowing me to grasp complex concepts effectively. Thank you so much for the insightful course! It changed my thinking in terms of how I looked at the world before attending the course and after. The content shared via videos to help one expand on imagining what certain subject will look like. I also enjoyed the impromptu questions that popped up. The quizzes also kept me on the edge and constantly paying attention so that I do well. It has been an enriching experience... I found the course content to be comprehensive, engaging, and well-structured. The quizzes, discussions, and reflective journaling activities were effective in reinforcing my understanding of the material. Social presence is about the level of connectedness that participants and facilitators experience, which motivates participants to actively engage in the course and make meaning together with others. It is about designing an online learning space that fosters a sense of social and emotional connection among participants, enabling them to feel part of a learning community and experience a sense of belonging (Whitside et al. 2014). We designed for social presence in our SLPs through various means, such as a ‘meet one another’ activity in the Welcome section of the SLP (where we ask participants to share specific personal information about themselves that relates to the course content so that others can get to know who is with them in the SLP), heart-warmer activities in the huddles, text- and video-based content discussion forum, and social annotation of readings.4 Aside from the cognitive presence of academic discussion forums, we intentionally design the online forums for meaningful conversations that can lead to co-constructed meaning over time. Discussion forums can easily become stagnant, with similar responses posted (especially if responses are graded for marks). Efforts to improve engagement on discussion forums could be providing ‘training’ through short videos that model behaviour in academic discussion forums. The key is not simply to ask a question; some of our SLPs incorporate role-play into discussion forums. To ensure that all students can access and engage in our SLPs, we use the accessibility toolkit in UJ Moodle, that are informed by principles of universal design for learning. Feedback from SLP participants regarding social presence is presented below. [This] course has been an eye-opening and enriching experience, providing me with a broader understanding and appreciation for Africa’s diverse culture, history, and contemporary issues. I have gained valuable insights and learned positive lessons from others, that have expanded my knowledge and worldview and will undoubtedly inform my perspective on Africa and its people in the future. Thank you for the opportunity! I loved the social interactions, and it would be great to have even more discussion forums or live Q&A sessions for students to connect. 4 Because of the self-paced nature of the SLPs, and the limited human resources dedicated to free SLPs, collaborative projects are not an option to enhance social presence. 16 A Journey of Innovation
I truly appreciate the depth and relevance of this course, especially in how it connects theory to practical global challenges... Thank you for the opportunity to reflect and grow together with others through this experience. In conclusion, by drawing on a Community of Inquiry framework and utilising UJ Moodle tools, the OLED team in CAT has intentionally designed learning experiences in the free, self-paced SLPs that enhance students’ engagement and ensure completion rates higher than the international norm in free SLPs. References Anderson, T., Rourke, L., Garrison. D.R. & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks 5(2), 1-17. Chiu, T.K.F. (2022). Applying the self-determination theory to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education 54(1), 1-17. https://doi.org/10.1080/15391523.2021.1891998. Everett, D.R. (2015). Adding value: Online student engagement. Information Systems Education Journal 13(6), 68-76. Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of evidence. Review of Educational Research 74(1), 59-109. Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education 2, 87-105. Henderikx, M.A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention-behaviour gap. Distance Education 38(3), 353-368. https:// doi.org/10.1080/01587919.2017.1369006. Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distance Learning 15(1), 133-160. Kuh, G.D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research 141, 5-10. Leslie, H.J. (2020). Trifecta of student engagement: A framework for an online teaching professional development course for faculty in higher education. Journal of Research in Innovative Teaching & Learning 13(2), 149-173. Northey, G., Bucic, T., Chylinski, M., & Goving, R. (2015). Increasing student engagement using asynchronous learning. Journal of Marketing Education 37(3). https://doi. org/10.1177/0273475315589. Reich, J., & Ruiperez-Valiente, J.A. (2019). The MOOC pivot. Science 363(6423), 130-131. https:// www.science.org/doi/10.1126/science.aav7958. Tinto, V. (2014). Tinto’s South Africa lectures. Journal of Student Affairs in Africa 2(2), 5-28. 17 A Journey of Innovation
FROM PASSIVE TO PARTICIPATORY: A reflection on the use of gamification as a catalyst for transforming complex module content and student engagement Dr Farhahna Allie Dr Farhahna Allie, Lecturer, Department of Biochemistry, Faculty of Science 18 A Journey of Innovation
Introduction As UJ marks two decades of pedagogical innovation, gamification has emerged as a particularly transformative tool within STEM education. This reflective paper examines the integration of Kahoot (https://kahoot.com) and Quizizz (https:// quizizz.com/?lng=en) within third-year Molecular Biology and Molecular Physiology modules, exploring how these digital platforms have reshaped student engagement and learning outcomes. Grounded in established educational theories—particularly active learning principles (Freeman et al., 2014) and self-determination theory (Ryan & Deci, 2000)—this reflection draws upon mixed-methods student feedback to evaluate the alignment of gamified learning approaches with UJ’s strategic commitment to inclusive, innovative pedagogy. The present-day STEM teaching space frequently faces student passivity and a reluctance to engage with cognitively demanding theoretical content, compounded by difficulties interpreting abstract concepts and applying theoretical knowledge to practical contexts. A persistent barrier emerged within my teaching practice in Molecular Biology and Molecular Physiology: students consistently hesitated to participate actively, constrained by fear of providing incorrect responses or experiencing public embarrassment. This reluctance significantly hindered their comprehension of intricate molecular processes and created an atmosphere where learning remained frustratingly superficial. These observations catalysed a deliberate pedagogical transformation, leading to the strategic integration of gamified realtime assessment tools that would ultimately reshape my teaching methodology and students’ learning journeys and outcomes. Pedagogical context and initial challenges My initial teaching approach for these complex modules relied heavily on traditional lecture formats utilising PowerPoint presentations, supplemented by visual aids and prescribed textbook readings. Whilst academically rigorous, this methodology inadvertently cultivated a predominantly passive learning environment. Students typically absorbed information silently, deferring questions until after class, during one-on-one consultations, or avoiding them entirely. Gauging real-time comprehension of complex concepts, such as genetic regulation pathways or physiological feedback mechanisms, proved consistently challenging. The inherent complexity of molecular biology content and the intense pressure often found in university academic environments, particularly at the thirdyear exit level, exacerbated student apprehension. Despite obvious intellectual capability, many students appeared paralysed by the prospect of being incorrect, resulting in less immediate participation and demotivation. What I suspected was only superficial conceptual understanding. 19 A Journey of Innovation
The catalyst for pedagogical transformation The need for change became very clear when we had to switch to online learning during the COVID-19 pandemic. Lecturing to “black screens” during virtual sessions created a pedagogical disconnect—I could no longer confidently assess whether students were actively listening, let alone genuinely grasping complex molecular concepts. This technological barrier intensified the need for real-time engagement mechanisms and immediate feedback systems. The decision to integrate Kahoot and Quizizz emerged as a strategic response, specifically targeting their gamified elements and real-time feedback capabilities. These platforms changed virtual lectures (then via Blackboard) into interactive spaces. Students could participate anonymously or with less pressure, which reduced their fear of judgment. This also gave me important insight into their understanding, even when their cameras were off. Initially piloted during the pandemic to address remote-learning disengagement, the tools’ observed efficacy in improving participation subsequently led to formal ethics clearance (2024-03-07/Allie) for a structured assessment. Seeing how effective they were at improving student participation online, I was keen to continue using the platforms and assessments and determining whether their positive impact would continue once we were back to in-person, face-toface lectures. Theoretical underpinnings The pedagogical pivot was robustly underpinned by educational theory. Self-Determination Theory (Ryan & Deci, 2000) explained how these tools fostered intrinsic motivation by addressing students’ autonomy, competence, and related needs. Concurrently, Cognitive Load Theory (Sweller, 1988; Cox & Williams, 2008) guided the deconstruction of complex content into manageable, digestible questions, reducing cognitive burden. Moreover, the interactive format directly supported Active Learning Theories (Freeman et al., 2014), pushing students beyond passive reception towards active knowledge construction. Recent metaanalytical research (Sailer & Homner, 2020; Diaz & Estoque-Loñez, 2024) further validates this approach, affirming gamification’s positive impact on learning outcomes and student achievement. Methodology and implementation Since implementation in 2020 across both third-year modules, these tools have been utilised at least once for every double lecture presented weekly, typically for 10–15-minute sessions strategically positioned at lecture commencement, conclusion, or mid-session to deconstruct particularly challenging topics. Between 2020 and 2024, approximately 200 students per module have participated in these gamified learning experiences. To evaluate the impact of these gamified strategies comprehensively, I employed a mixed-methods approach combining quantitative survey data with qualitative observational insights. The student survey was shared with the 2022-2024 cohort of students and captured their personal Between 2020 and 2024, approximately 200 students per module have participated in these gamified learning experiences. 20 A Journey of Innovation
experiences in several key areas: how engaged they felt, how well they understood concepts, and their academic confidence. Beyond formal data collection, my qualitative observations documented behavioural changes, energy fluctuations, and vocal participation patterns before and after tool integration. Anecdotal evidence—including unsolicited student comments during lectures and increased volunteerism in non-gamified sessions—provided additional valuable insights. Results and student responses The survey data was collected on a 5-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), with the analysis indicating overwhelmingly positive perceptions and evidence of this tools’ transformative impact. A striking 92.31% of students agreed or strongly agreed that Kahoot and Quizizz made molecular biology concepts significantly more engaging, with 96.15% finding sessions enjoyable and 92.31% reporting increased motivation to engage with course material. As Figure 1 clearly illustrates, these high average ratings across eight survey statements underscore the positive reception of gamified learning. Figure 1: Student perceptions of gamified learning activities using Kahoot and Quizizz: Average ratings across eight survey statements Furthermore, 88.46% reported improved comprehension of fundamental concepts, with an equivalent percentage confirming that quizzes effectively reinforced module material understanding. Crucially, 88.46% agreed that these platforms helped them identify areas needing further study, demonstrating clear metacognitive benefits. All respondents endorsed the continued use of such platforms in future modules, providing unanimous validation of the approach’s perceived value. Regarding platform preferences, 40.63% favoured Kahoot, 18.75% preferred Quizizz, and 21.88% appreciated both equally, suggesting that platform diversity effectively caters to varied learning preferences. 21 A Journey of Innovation
Qualitative insights: Student voices Analysis of open-ended responses revealed three main themes reflecting the student experience where the size of each term corresponds to its frequency in the qualitative responses. Firstly, students consistently highlighted the engaging and interactive nature of the gamified tools as key to their involvement. As illustrated by the prominent words in the Figure 2 word cloud such as “fun,” “interactive,” “competitive,” and “engaging,” students felt these activities turned studying into a game, fostering a healthy learning environment (e.g., “The quizzes were fun and time-based—they turned studying into a game!” and “I really enjoyed the competitive aspect of Kahoot and how it made learning more engaging.”). This aligns with research on gamification’s effectiveness in education (Fitriyani, 2025) by boosting emotional engagement and reducing anxiety. Secondly, students valued immediate feedback for clarifying complex concepts and reinforcing understanding. Phrases like “immediate feedback” and “remember what you read” in Figure 1B reflect student appreciation for how answer reviews helped them correct misconceptions and solidify their grasp of fundamental molecular processes (e.g., “Kahoot’s answer reviews helped me realise why I mixed up transcription/translation enzymes.” and “It helped me understand some of the confusing work that we did in 3A, it helped with operons and Ek transcription and translation...”). This immediate feedback is a cornerstone of active learning (Freeman et al., 2014). Finally, while feedback was overwhelmingly positive, students raised practical concerns regarding technological infrastructure and question design. These included issues like slow Wi-Fi (“Slow Wi-Fi meant I lost points—frustrating when you know the answer!”) and the challenge of short response times diverting focus from learning to the game itself (“The main difficulty was the Kahoot tools sometimes taking away from the learning chance with such a short time frame to respond, and yet you start focusing on the game and not always the knowledge and information to be gained.”). Figure 2: Word cloud visualisation, the size of each term corresponds to its frequency in the qualitative responses, with larger words indicating higher prevalence A Journey of Innovation 22
Reflecting on this transformative pedagogical journey The integration of gamified learning tools, like Kahoot and Quizizz, has proven to be a transformative step in the Molecular Biology and Molecular Physiology modules I teach. While the overwhelming 92.31% agreement on enhanced engagement and the unanimous desire for continued use underscore their immediate success, the true reflection lies in how these tools fundamentally reshaped student learning. They surpassed mere technological innovation, fostering psychologically safe environments where students felt empowered to overcome participation fears, even in the isolating “black screen” era of online learning. This shift from passive reception to active, confident, and enthusiastic engagement has been profound, driven by immediate feedback and the inherent fun. Yet, reflection also highlights the need for continuous refinement, particularly in balancing competitive elements with cognitive processing time and addressing technical nuances. As educators, we must be committed to continually evolving our pedagogical approaches, prioritising student voice and active participation to unlock their full academic potential. This project exemplifies UJ’s commitment to innovative teaching and directly aligns with the institution’s call to showcase “groundbreaking projects” by UJ academics that positively impact learning and teaching and promote inclusive teaching and learning practices. It emphasises the universal potential of thoughtful gamification to bridge the gap between complex content and student comprehension. References Cox, A., & Williams, L. (2008). The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students’ physical education motivation. Journal of Sport & Exercise Psychology, 30(2), 222–239. https://doi. org/10.1123/jsep.30.2.222 Diaz, A. F., & Estoque-Loñez, H. (2024). A metaanalysis on the effectiveness of gamification on student learning achievement. International Journal of Education in Mathematics Science and Technology, 12(5), 1236–1253. https://doi. org/10.46328/ijemst.4185 Fitriyani. (2025). The effectiveness of game-based learning using Kahoot in teaching grammar: A systematic literature review. Pertanika Proceedings, 1(2). https://doi.org/10.47836/ pp.1.2.006 Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/ pnas.1319030111 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi. org/10.1037//0003-066x.55.1.68 Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/ s10648-019-09498-w Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/03640213(88)90023-7 From reimagining engagement, our journey moves toward exploration —where creativity meets technology, and ideas are tested through new tools and experiences. 23 A Journey of Innovation
EXPLORATION: TECHNOLOGY AND TRANSFORMATION SECTION WO 24 A Journey of Innovation
these projects bring abstract concepts to life and open new possibilities for engagement. Yet, what stands out is not the technology itself, but the creativity and thought behind it. These educators remind us that digital tools are most powerful when they are used with intention—to connect, to challenge, and to make learning more human. Why this matters Technology doesn’t drive innovation – people do. These initiatives show how thoughtful design and purpose can turn tools into transformative learning experiences. 25 A Journey of Innovation
HAPTIC LEARNING, THREE-DIMENSIONAL PRINTING, AND PAINTING FOR RADIOGRAPH APPRAISAL: A chiropractic education innovation Dr Glen Paton, Ms Janine Correia and Prof Simone Titus-Dawson Dr Glen Paton, Department of Chiropractic, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa Ms Janine Correia, Division of Clinical Anatomy, Faculty of Health Sciences, Stellenbosch University, Tygerberg, South Africa Prof Simone Titus-Dawson, Department of Health Professions Education, Faculty of Health Sciences, Stellenbosch University, Tygerberg, South Africa A Journey of Innovation 26
Introduction There is currently no gold standard for teaching spatial anatomy related to radiographic appraisal. Yet, interpreting radiographs is a core skill for healthcare professionals, particularly chiropractors, whomust consistently translate two-dimensional (2D) images into three-dimensional (3D) anatomical understanding. Traditional learning methods, which rely heavily on textbook images and online resources, often fail to cultivate the spatial ability required to mentally manipulate anatomical structures in three dimensions. Without this capacity, radiographic interpretation and the clinical reasoning that flows from it are compromised. In response to this challenge, a project at the University of Johannesburg has pioneered the integration of three-dimensional printing (3D printing) and art-based instructional design. This initiative aimed to enhance spatial learning, diagnostic accuracy, and palpation skills among undergraduate chiropractic students. Grounded in structured pedagogical frameworks such as ORDER (Observe–Reflect–Draw–Edit–Repeat), HVOD (HapticoVisual Observation and Drawing), and PLHET (Preparation, Linking, Hook, Engagement, Transfer), the project bridges the gap between static 2D representations and the complex reality of 3D anatomy. This innovation forms part of the University of Johannesburg’s celebration of Two Decades of Teaching and Learning, underscoring the institution’s commitment to advancing pedagogy through creativity, inclusivity, and research-informed practice. The Innovation: Haptic Paint and Colour Session using a novel framework The teaching activity research, coined ‘Haptic Paint and Colour’ (HP&C), combines 3D-printed cervical vertebrae with colour application to physical models and radiographs using water-based paints. Sessions were carefully structured, beginning with short lectures to establish context, relevance to chiropractic practice, and link to prior anatomy teaching. Students are then “hooked” through clinical cases that highlight the diagnostic importance of radiographic appraisal. Engagement occurred during the core of the session, when students painted 3D-printed vertebrae and applied the corresponding colours to their radiographs. This tactile and visual integration allowed students to map anatomical regions across modalities, reinforcing their understanding of structure and spatial relationships. Transfer is achieved as students repeatedly apply consistent colour schemes, embedding recognition and interpretation skills vital for clinical practice. Figure 1 illustrates how the sessions adapted an ORDER protocol proposed by Backhouse et al. (2017) by replacing the traditional drawing step with painting. This modification preserved the core cycle of observation, reflection, editing, and repetition, while adding the Traditional learning methods, which rely heavily on textbook images and online resources, often fail to cultivate the spatial ability required to mentally manipulate anatomical structures in three dimensions. 27 A Journey of Innovation
creative and tactile depth of haptic engagement using bright colours. Each painted model becomes unique to the student, enhancing personal investment in the learning process and providing tangible outputs for reflection. Figure 1: The study-modified ORDER protocol. A cyclical iterative model of learning using observation, reflection, paint and colour application to 3D-printed models and radiographs (modified from Backhouse et al., 2017) The approach fosters inclusivity by accommodating diverse learning preferences, including Kolb’s accommodative, divergent, assimilative, and convergent modes. Moreover, collaborative painting and discussion create a supportive social learning environment where students refine ideas through peer interaction. Data were collected via focus group discussions, guided by semi-structured questions, and were analysed thematically. Contribution to the Scholarship of Teaching and Learning (SoTL) The HP&C project is firmly situated within the Scholarship of Teaching and Learning. It is more than a classroom exercise; it is a research-informed innovation designed to document and evaluate both process and outcomes. Data on student engagement, spatial reasoning, and diagnostic accuracy will be collected through qualitative and quantitative methods. Key identified themes included ‘collaboration’, ‘tactile engagement’, ‘multimodal learning’, and enhanced ‘visualisation’, with participants describing the experience as ‘transformative’. The findings suggest that integrating 3D-printed models with art-based learning fosters spatial exploration in a supportive social learning environment. However, challenges remain in adapting this approach for curricular integration. The findings expand the evidence base on how art-based, tactile, and multimodal learning strategies can enhance healthcare The HP&C project is firmly situated within the Scholarship of Teaching and Learning. It is more than a classroom exercise; it is a research-informed innovation designed to document and evaluate both process and outcomes. A Journey of Innovation 28
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