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Completed

NCT Number: NCT05711420

Comparison of the Effects of the Education Given to Nursing Students by Gamification Method and Flipped Learning Method on the Level of Participation, Attitude, Interest and Motivation

In this study, it is aimed to compare the effects of the education given to nursing students with the gamification method and the flipped learning method on the level of participation, attitude, interest and motivation.

The research was conducted as a randomized controlled experimental study. The study population consisted of 110 student between October 2022 and January 2023, and the sample of the research consisted of 90 individuals selected from the population using the improbable random sampling method. "Descriptive Feature Form," "Teaching Material Motivation Scale," "Course Interest Scale", Attitude Scale Towards Learning and ''absence charts'' were used to collect data.

In the analysis of data; percentile distribution, chi-square, Fisher- Exact test, t-test in independent groups, Repeated Measures ANOVA Test, One Way ANOVA test, and post hoc analyzes (Bonferroni, Games Howell) were used.

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Key information

Conditions

Educational Problems Behavior

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Sakarya University

Sakarya, 54000, Turkey (Türkiye)

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • To be a student,
  • 18 years and older
  • Volunteer

Exclusion criteria

  • Students who are not required to attend the course are not included.

Treatment and study plan

Gamification method group

Behavioral

Gamification method group

Flipped learning group

Behavioral

Flipped learning group

Primary outcomes

  1. Teaching Material Motivation Scale

    Time frame: Evaluated at the end of 6 weeks

    Teaching Material Motivation Instructional Material Motivation Scale: It was developed to measure the effect of instructional materials on students' motivation. The scale is a 5-point Likert-type scale consisting of 36 items. Each item in the scale will be scored from 1 (Not True) to 5 (Very True) by the students. Accordingly, the lowest score on the scale is 36, and the highest score is 180.

    In the Turkish adaptation study conducted by Acar (2009), the reliability coefficient (Cronbach Alpha value) was found to be 0.92 in the reliability analysis of the scale. An increase in the score on the scale indicates an increase in motivation.

  2. Student Interest Scale

    Time frame: Evaluated at the end of 6 weeks

    Student Interest Scale; Developed by (Mazer, 2013) in order to evaluate its relationship with variables such as learning motivation, effective learning, and level of participation in the lesson, the Class Interest Scale is a 5-point Likert-type measurement tool consisting of 16 items and two sub-dimensions (affective and cognitive interest). et al (2015) ("1" Strongly disagree, "2" Disagree, "3" Undecided, "4" Agree, "5" Totally Agree). There is no reverse coded item in the scale. Affective interest sub-dimension of the scale consists of 9 items and cognitive interest sub-dimension consists of 7 items. The Cronbach's alpha internal consistency reliability coefficients of the scale were .95 for affective interest sub-dimension and .88 for cognitive interest sub-dimension. As the scale score increases, the interest increases.

  3. Attitude Scale Towards Learning

    Time frame: Evaluated at the end of 6 weeks

    Attitude Scale Towards Learning: The scale developed by Çetin et al. was developed to determine students' attitudes. As a result of all validity and reliability analyzes, there are 34 items in total. Of these scale items, 25 are positive and 9 are negative. The five-point Likert scale is "Totally Agree", "Strongly Agree", "Partly Agree", "Disagree", "Strongly Disagree". The highest attitude score that can be obtained from the scale is 170 and the lowest attitude score is 34. As the attitude score increases, the positive attitude increases. The Cronbach Alpha internal consistency coefficient for the scale was found to be 0.94 for the overall scale.

  4. Class participation

    Time frame: Evaluated at the end of 6 weeks.

    Class participation:

    A weekly signature chart was taken from the students and the number of absenteeism in the last week was calculated.

Sponsors and collaborators

Lead sponsor

Sakarya University

Other

Registry information

Important dates

Study start
2022
Primary completion
2023
Study completion
2023
First posted
Feb 3, 2023
Registry last updated
Oct 27, 2023

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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