Exploring the Impact of Flipped Classroom Combined With Concept Mapping and AI Dialogue on Students' Flow Experience and Learning Outcomes in Simulation Scenarios: From Personal Traits to Learning Practices
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 168
- 试验地点
- 1
- 主要终点
- Change From Baseline in Pediatric Nursing Knowledge Test Score
研究概览
简要总结
This mixed-methods educational study evaluates the integration of concept mapping and artificial intelligence (AI)-supported dialogue into simulation-based learning for nursing students. The learning activities include structured pre-class preparation, concept mapping, AI-supported dialogue using ChatGPT, and participation in simulated clinical scenarios. The study examines students' flow experience, defined as a state of focused engagement, and their learning outcomes.
Quantitative assessments are used to examine critical thinking, self-efficacy, communication skills, and other learning outcomes specified in the study protocol. Interviews and observations are used to explore students' learning processes and experiences. The study also examines whether individual characteristics, including openness and self-efficacy, are associated with learning practices, flow experience, and learning outcomes.
详细描述
Baseline Big Five personality traits will be assessed using the Chinese 15-item Big Five Inventory (BFI-15), including extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience. The five personality traits will be modeled as exogenous predictors of flow experience and learning-related outcomes in the structural equation model. Flow experience will also be examined as a potential mediator between personality traits and learning-related outcomes.
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
- •Nursing students enrolled in the participating pediatric nursing course and in one of the classes selected for the study.
- •Aged 18 years or older.
- •Able to read and communicate in Chinese.
- •Willing to provide written informed consent and participate in the study activities and assessments.
排除标准
- •Previous participation in the pilot testing or development phase of the same instructional program.
- •Students who are on leave of absence or are not expected to attend the scheduled learning activities during the study period.
研究组 & 干预措施
ChatGPT-Assisted Preparation Group
Classes randomized to this arm will complete preclass preparation for pediatric nursing simulation. Students will watch instructional videos, prepare concept maps, engage in structured dialogue with ChatGPT, and upload their work before class. The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course. During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the comparator group.
干预措施: ChatGPT-Assisted Preparation for Pediatric Nursing Simulation (Other)
Standard Preparation Group
Classes randomized to this arm will complete standard preclass preparation for pediatric nursing simulation. Students will watch the same instructional videos, prepare concept maps, and upload their work before class, but will not engage in structured dialogue with ChatGPT. The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course. During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the experimental group.
干预措施: Standard Preparation for Pediatric Nursing Simulation (Other)
结局指标
主要结局
Change From Baseline in Pediatric Nursing Knowledge Test Score
时间窗: From baseline before the intervention to immediately after completion of all three simulation scenarios
Pediatric nursing knowledge will be assessed using a test covering fever management for an infant with febrile seizures, chest physiotherapy for a child with pneumonia, and nursing care for a child with epilepsy. Scores range from 0 to 100, with higher scores indicating greater pediatric nursing knowledge. The change score will be calculated as the post-intervention score minus the baseline score.
次要结局
- Change From Baseline in Critical Thinking Disposition Score(From baseline before the intervention to immediately after completion of all three simulation scenarios)
- Change From Baseline in Self-reported Communication Competence Score(From baseline before the intervention to immediately after completion of all three simulation scenarios)
- Change From Baseline in Learning Self-Efficacy Score(From baseline before the intervention to immediately after completion of all three simulation scenarios)
- Change From Baseline in Flow Experience Score(From the baseline learning activity before the intervention to immediately after completion of all three simulation scenarios)
- Post-intervention Perceived Learning Objective Achievement Score(Immediately after each corresponding simulation scenario)
研究者
Yang,Bao-Huan
Professor
Chang Gung University of Science and Technology