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Completed

NCT Number: NCT07554534

Effects of Kahoot-Based Learning on Anxiety, Stress Coping, and Motivation in Physiotherapy Students

This randomized controlled study aimed to investigate the effects of Kahoot-based learning on anxiety, stress coping, and motivation levels in physiotherapy and rehabilitation students. Participants were randomly assigned to either a Kahoot-based assessment group or a traditional paper-based assessment group. Outcomes were evaluated at baseline and after a 4-week intervention period.

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Key information

Conditions

Anxiety Anxiety Disorders Mental Disorders Motivation Stress Test Anxiety

Age range

18 year–25 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Bezmialem Vakif University

Istanbul, Turkey (Türkiye)

Who can participate

Healthy volunteers accepted: Yes

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

Inclusion criteria

  • enrollment in the specified courses,
  • voluntary participation,
  • age ≥18 years,
  • absence of neurological, psychiatric, or systemic disorders,
  • proficiency in the Turkish language.

Exclusion criteria

  • included the inability to attend face-to-face classes or quiz sessions,
  • any medical or personal condition preventing participation, or incomplete assessment data.

Treatment and study plan

Kahoot-based learning

Behavioral

Participants completed quizzes using the Kahoot! platform at the end of each lesson during the 4-week intervention period. Each session included 5-10 multiple-choice questions, and immediate feedback was provided following each response. The intervention aimed to enhance engagement through interactive and gamified learning.

Paper-based learning

Behavioral

Participants completed quizzes using traditional paper-based methods at the end of each lesson during the 4-week intervention period. Each session included 5-10 multiple-choice questions, and feedback was provided after completion of the quiz.

Primary outcomes

  1. Test Anxiety (Test Anxiety Scale)

    Time frame: Baseline and after 4 weeks

    Test anxiety will be assessed using the 34-item Test Anxiety Scale developed by Bahçeci. The scale assesses the cognitive, emotional, and physiological dimensions of test anxiety. Each item is scored on a 5-point Likert scale ranging from 1 ("Never") to 5 ("Always"), yielding a total score between 34 and 170. Higher scores indicate greater levels of test anxiety.

Secondary outcomes

  1. Trait Anxiety Level (State-Trait Anxiety Inventory - STAI-Trait)

    Time frame: Baseline and after 4 weeks

    Trait anxiety will be assessed using the State-Trait Anxiety Inventory (STAI-Trait), a validated 20-item scale measuring general anxiety disposition. Scores range from 20 to 80, with higher scores indicating greater anxiety.

  2. State Anxiety Level (State-Trait Anxiety Inventory - STAI-State)

    Time frame: Baseline and after 4 weeks

    State anxiety levels will be assessed using the State-Trait Anxiety Inventory (STAI-State), a validated 20-item self-report scale measuring situational anxiety. Scores range from 20 to 80, with higher scores indicating greater anxiety.

  3. Coping with Stress Inventory (CSI)

    Time frame: Baseline and after 4 weeks

    Stress coping strategies were assessed using the 43-item Coping with Stress Inventory (CSI). The inventory includes six coping dimensions: active planning, seeking external support, religious coping, emotional-behavioral disengagement, biochemical disengagement, and cognitive restructuring. Although the inventory has a multidimensional structure, the total CSI score was used for statistical analyses to represent participants' overall use of coping strategies. Higher total scores indicate more frequent use of coping strategies.

  4. Learning Motivation (Instructional Materials Motivation Survey - IMMS)

    Time frame: At the post-test assessment (after 4 weeks)

    Learning motivation will be evaluated using the Instructional Materials Motivation Survey (IMMS), a 14-item validated instrument assessing motivation related to instructional materials. Higher scores indicate greater motivation.

Sponsors and collaborators

Lead sponsor

Bezmialem Vakif University

Other

Registry information

Official study title

Effects of Kahoot-Based Learning on Students' Anxiety, Stress Coping, and Motivation: A Comparative Study in Physiotherapy Education

Important dates

Study start
2025
Primary completion
2025
Study completion
2025
First posted
Apr 28, 2026
Registry last updated
Jul 7, 2026

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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