The Effects of Scenario Simulation Via AI Dialogue Integrated With Concept Mapping and Gamified Feedback on Students' Flow and Learning Performance: The Roles of Collaborative Processes and Interaction Mechanisms
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 91
- 试验地点
- 1
- 主要终点
- Flow Experience
研究概览
简要总结
This study examines the effects of an AI dialogue-based scenario simulation integrated with concept mapping and post-dialogue feedback on nursing students' learning. Nursing students will participate in pediatric care scenarios using standardized AI-supported dialogues. Two feedback approaches will be compared: gamified feedback and conventional formative feedback without gamification elements. The study will examine students' flow experience and learning performance and explore how collaborative processes and interaction mechanisms may contribute to these outcomes. The findings are expected to provide evidence on how different feedback approaches influence students' engagement and learning during AI-supported scenario simulation.
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
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Undergraduate nursing students enrolled in the designated nursing course during the study period.
- •Aged 18 years or older. Willing to participate and providing informed consent.
排除标准
- •Students who decline or do not provide informed consent.
研究组 & 干预措施
Gamified Feedback Group
Participants receive a concept-mapping-integrated AI dialogue-based scenario simulation followed by gamified feedback. The feedback includes gamification elements such as points, levels, progress indicators, and mission-based features.
干预措施: Gamified Feedback (Behavioral)
Conventional Formative Feedback Group
Participants receive the same concept-mapping-integrated AI dialogue-based scenario simulation followed by conventional formative feedback without gamification elements.
干预措施: Conventional Formative Feedback (Behavioral)
结局指标
主要结局
Flow Experience
时间窗: Baseline and immediately after completion of the intervention
Flow experience will be assessed using the 8-item Flow Experience Questionnaire developed by Pearce et al. (2005). Each item is rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicate a greater level of flow experience. Descriptive statistics will be used to examine the distribution and change in flow scores, missing data, and internal consistency.
Academic Learning Performance
时间窗: At the midterm and final examinations during the academic semester
Academic learning performance will be assessed using students' course midterm and final examination scores. Higher scores indicate better academic performance.
次要结局
- Intrinsic Motivation(Baseline and immediately after completion of the intervention)