Effect of Using Gamification and Augmented Reality in Mechanical Ventilation Teaching on Nursing Students' Knowledge, Motivation, and Self-Efficacy: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 410
- 试验地点
- 1
- 主要终点
- Mechanical ventilation knowledge test
研究概览
简要总结
This study is designed to examine the effect of using gamification and augmented reality in mechanical ventilation teaching on Critical Care Nursing students' knowledge, self-efficacy, and motivation.
详细描述
A pretest-posttest, prospective, randomized controlled trial will be conducted. Random assignment will place participants in either the experimental group using augmented reality games or the control group using traditional lectures (control group).
- Preparation of Augmented Reality Models
- Mechanical ventilator handout will be developed by the authors. This handout will be including images of physiology of respiration, mechanical ventilator machines, ventilator graphs, and ventilator settings.
- An augmented reality (AR) mobile application with image based AR will be used by the participants in the experimental group. The three-dimensional (3D) virtual models and images will be shown in the AR handout, and the participants could display the objects on the mobile screen with the use of a marker on the page of the AR handout using the camera in the mobile app.
- Preparation of Kahoot Game
- A teacher account was constructed on Kahoot after signing up at "https://kahoot.com".
- A Kahoot quiz with 20 multiple-choice questions and pictures will be constructed at "https://create.kahoot". Only one correct option will be possible for each of the 20 questions.
- When a quiz is created and opened in "Kahoot".
- The students access to Kahoot within the classical game mode (Player vs Player "1:1 Devices").
- A typical session of Kahoot involves 200 students playing the game.
- Once each teaching unit is completed, students will be asked to actively participate in the classroom using Kahoot.
- Once all of the players' names have appeared on the screen, the teacher presses "START" to begin the quiz.
- Students' responses and the scores' calculation will be automatically stored in the database.
- After the test is finished, a report of the results will be created and made available for download to the researcher.
Data Collection Procedure
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Double (Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 19 Years 至 22 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Third-year nursing students enrolled in the course of Critical Care Nursing (I) for the first time;
- •Smartphone owners and users; those who have internet access;
- •Those who understood the goal and nature of the study and voluntarily agreed to participate
排除标准
- •Prior experience in mechanical ventilation
- •Refusal to participation
研究组 & 干预措施
Control group
No augmented reality or Kahoot game-based learning group (traditional lectures group)
Experimental group
Augmented reality learning and Kahoot game group
干预措施: Augmented Reality and Kahoot game learning (Other)
结局指标
主要结局
Mechanical ventilation knowledge test
时间窗: through study completion, an average of 4 weeks
It is a self-administered questionnaire that will be developed and used to assess students. The knowledge questionnaire contained 20 multiple choice questions
Self-efficacy
时间窗: through study completion, an average of 4 weeks
It was created using a five-step nursing process: clinical nursing skill assessment, problem diagnosis, clinical nursing skill preparation, skills performance, and evaluation.
Motivation Survey
时间窗: through study completion, an average of 4 weeks
Learning motivation was evaluated using a tool based on the Instructional Materials Motivation Scale (IMMS). The IMMS will be utilized to measure motivation-related problems in the self-directed learning of students.
次要结局
- Students' opinions(through study completion, an average of 4 weeks)
研究者
Sahar Younes
Assistant professor
Damanhour University