Comparing the Effectiveness of Evidence-Based Steps and Generative AI in Promoting Students' Development of Ultimate Concern Care Strategies: Challenges and Reflections on Meta-Cognition
试验速览
- 阶段
- 不适用
- 状态
- Enrolling By Invitation
- 入组人数
- 110
- 试验地点
- 1
- 主要终点
- metacognitive self-regulated learning ability
研究概览
简要总结
Teaching intervention
详细描述
This study aims to compare the effectiveness of evidence-based steps and generative AI in promoting students' development of ultimate concern care strategies. The indicators used to measure variables included metacognitive self-regulated learning ability, teamwork, and self-efficacy in learning and performance
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 20 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •student over 20 years old
排除标准
- 未提供
研究组 & 干预措施
To compare the effectiveness of evidence-based steps and generative AI in promoting students' develo
干预措施: Teaching (Other)
结局指标
主要结局
metacognitive self-regulated learning ability
时间窗: Weeks 1 and 18 of the first semester, and weeks 1 and 18 of the second semester.
A 12-item metacognitive self-regulated learning ability scale was used to assess students' metacognitive self-regulated learning ability. The scale encompasses the planning, monitoring, and regulation of cognitive self-regulation activities and employs a 7-point scoring system, with higher scores indicating stronger metacognitive self-regulated learning ability.
teamwork
时间窗: Weeks 1 and 18 of the first semester, and weeks 1 and 18 of the second semester.
The peer learning subscale uses a 3-question scale with a 7-point scoring system; higher scores indicate better teamwork.
self-efficacy
时间窗: Weeks 1 and 18 of the first semester, and weeks 1 and 18 of the second semester.
The Learning and Performance Self-Efficacy Scale was used to assess students' learning self-efficacy. The scale consists of 8 questions and uses a 7-point scoring system; higher scores indicate better learning efficacy.
次要结局
未报告次要终点
研究者
Hsiang Chu Pai
professor
Chung Shan Medical University