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NCT Number: NCT07090850

The Impact of Puzzles on Learning and Motivation

Innovative and interactive techniques are increasingly needed in nursing education to enhance students' comprehension and motivation. Puzzles are among the creative tools that may contribute to improved learning outcomes. This research offers practical implications for enhancing curriculum design and teaching practices in nursing education. This situation is aimed at increasing students' participation and motivation in the course.

Research Questions:

1. Does the use of puzzles in nursing education improve students' academic achievement? 2. Does the use of puzzles enhance students' motivation towards instructional materials?

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Key information

Conditions

Education Nursing

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Tarsus University

Mersin, Tarsus, Turkey (Türkiye)

About this study

There are minimal studies on the use of puzzles in the literature. On the other hand, the importance of using puzzles as a teaching technique in education is increasing daily. This study evaluated the effect of using puzzles as a teaching technique in a nursing practice course. Despite the increasing importance of using puzzles in education, the limited research in nursing education shows the gap in this field. Especially with this technique, the student's knowledge level is expected to increase, and learning will be permanent in a critically important course in which nursing practices are taught. On the other hand, learning will become fun using the puzzle.

Who can participate

Healthy volunteers accepted: Yes

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

Inclusion criteria

  • Volunteering to participate in the research
  • Being 18 years of age or older
  • Being a first year student
  • Taking the Basic Concepts and Philosophy in Nursing course for the first time
  • Not being a student who came via horizontal or vertical transfer
  • Not having taken Roper Logan and Tierney's Life Model for Life Activities course
  • Not having been absent on the dates when the research data will be collected

Exclusion criteria

  • Not volunteering to participate in the research
  • Being under 18 years old
  • Not being a first year student
  • Being a student who came via horizontal or vertical transfer
  • Being a health vocational high school graduate
  • Being a student in the intervention group who did not solve the puzzles
  • Being a student in the control group who reached the puzzle booklet and were found to have solved the puzzles.

Treatment and study plan

Puzzle education group

Behavioral

It was evaluated the effect of using puzzles as a teaching technique in a nursing practice course.

Primary outcomes

  1. Personal Information Form

    Time frame: 10 minutes

    This form was prepared by the researchers in line with the literature and includes questions questioning the demographic characteristics of the students such as age, gender, socioeconomic level, etc. This form was used before the training.

  2. Achievement Test 1

    Time frame: 20 minutes

    It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used before the training.

  3. Motivation Scale for Instructional Material

    Time frame: 10 minutes

    It was used to measure motivations regarding instructional material. The scale was a 33-item, 5-point Likert type. The highest score that was obtained from the entire scale was 165, and the lowest score was 33. This form was used before and after the training.

  4. Achievement Test 2

    Time frame: 20 minutes

    It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used after the training.

Sponsors and collaborators

Lead sponsor

Tarsus University

Other

Registry information

Official study title

Innovative Approaches in Medical Education: The Impact of Puzzles on Learning and Motivation

Important dates

Study start
2024
Primary completion
2024
Study completion
2024
First posted
Jul 29, 2025
Registry last updated
Jul 29, 2025

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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