Effect of Gimkit-Based Gamified Learning on Achievement Motivation, Academic Performance, and Game Experience in Respiratory Skills Training: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 114
- 试验地点
- 1
- 主要终点
- Achievement Motivation Score
研究概览
简要总结
This randomized controlled trial aims to examine the effect of Gimkit-based game-enhanced learning on achievement motivation, academic performance, and game experience among first-year nursing students during respiratory system skills training. Students are randomly assigned to either the experimental group, which receives standard respiratory skills laboratory training followed by a Gimkit game session designed to reinforce key concepts, or the control group, which receives only the standard skills laboratory training. Achievement motivation is assessed using the Expectancy-Value Theory-based Achievement Motivation Scale before and after the intervention in both groups. Academic performance is evaluated using a 10-item multiple-choice digital test administered after the skills laboratory session. Additionally, the Game Experience Scale is administered to students in the experimental group to measure their perceptions of game-based learning. The study aims to determine whether game-based reinforcement improves motivation and learning outcomes compared with traditional laboratory instruction.
详细描述
Nursing education increasingly incorporates digital and game-based strategies to enhance student engagement, motivation, and performance. Gimkit is an interactive, competitive, game-based learning platform shown to improve recall, engagement, and active learning.
In this study, nursing students enrolled in the Fundamentals of Nursing course receive training on respiratory system skills. The experimental group participates in a game-based reinforcement session using Gimkit immediately after the skills laboratory, whereas the control group receives only traditional skills laboratory training.
Measurements:
Achievement Motivation Scale (Expectancy-Value Theory-based, 9 items, 2 subscales): administered pre- and post-intervention for both groups.
Academic success test (10-item multiple-choice digital test): administered post-intervention to both groups.
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
- Single (Participant)
盲法说明
In the randomization process, those who meet the criteria for inclusion in the sample and accept to participate in the study do not know that they will be included in the intervention group or the control group, so it will be single-blind.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •First-year nursing students
- •Enrolled in Fundamentals of Nursing course
- •Participating in respiratory system skills laboratory
- •Volunteering to participate in the study
排除标准
- •Not attending the skills laboratory session
- •Not completing pre- or post-tests
结局指标
主要结局
Achievement Motivation Score
时间窗: Pre-intervention (baseline) and immediately post-intervention
Achievement motivation will be measured using the Expectancy-Value Theory-based Achievement Motivation Scale, which consists of 9 items and 2 subdimensions (Expectancy and Task Value). Each item is rated on a Likert scale, and higher scores indicate higher achievement motivation. The scale will be administered to both the experimental and control groups before and after the intervention. Results will be aggregated and reported as total score and subscale scores (mean ± standard deviation).
Academic Achievement (Knowledge Test Score)
时间窗: Two weeks after the skills lab session
Academic achievement will be measured using a 10-item multiple-choice digital test assessing knowledge related to respiratory system skills. Each correct answer is scored as 1 point, resulting in a total possible score of 0-10. Higher scores indicate better academic performance. The test will be administered to both groups immediately after the respiratory skills laboratory session. Results will be reported as mean ± standard deviation.
次要结局
- Game Experience Score(Immediately post-intervention (after the Gimkit session))
研究者
Gamze Bolattürk
Assist. Prof.
Suleyman Demirel University