Educational ProblemsNCT05711420
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
A study testing Gamification method group and Flipped learning group in people with Educational Problems, run by Sakarya University at 1 site in Turkey (Türkiye).
Trial summary
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. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Educational Problems
- What is being tested?
- Gamification method group and Flipped learning group
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 90 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 18 Oct 2022to 15 Jan 2023
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- To be a student,
- 18 years and older
- Volunteer
Who cannot join
- Students who are not required to attend the course are not included.
Trial locations and contacts
1 site in 1 country.
About this study
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.
- Conditions
- Educational Problems
- Being tested
- Gamification method group, Flipped learning group
- Keywords
- Gamification, Flipped learning, Interest, Motivation, Participation, Attitude
- Medical subject headings
- Behavior
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Gamification method groupBehavioural
Gamification method group
Flipped learning groupBehavioural
Flipped learning group
| Study group | Role | What they receive |
|---|---|---|
| Gamification method group | Experimental | The group to be trained by gamification method; A gamification application was made every week. Points are given in the table prepared for those who are successful in weekly participation in gamification, coming to the lesson with their homework done, participating in the discussions in the lesson, and in the evaluation at the end of the lesson. Every week, the winner was given a gift. At the end of the lesson, the points in the headings of "Leaderboard", "Badge" and "Status", which are the elements of the gamification method, were added weekly. And in the last week, a meeting was held with the students according to all scores and a post-test was applied. Receives: Behavioral: Gamification method group |
| Flipped learning group | Experimental | Before the study, videos were found each week that lecture on the relevant subject, videos were shot on the subject, and the videos were transferred to the students via a platform. At the end of each video, they were told to complete the homework on the subject and come to the lesson.
In the lesson, the lesson was processed with activities according to the videos. Receives: Behavioral: Flipped learning group |
| Control group | No intervention | Lessons were taught with traditional learning method. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Teaching Material Motivation Scale
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.
Measured: Evaluated at the end of 6 weeks
Student Interest Scale
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.
Measured: Evaluated at the end of 6 weeks
Attitude Scale Towards Learning
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.
Measured: Evaluated at the end of 6 weeks
Class participation
Class participation:
A weekly signature chart was taken from the students and the number of absenteeism in the last week was calculated.
Measured: Evaluated at the end of 6 weeks.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted3 Feb 2023
- Study start18 Oct 2022
- Primary completion1 Jan 2023
- Study completion15 Jan 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (5)Papers the sponsor has linked to this study.
- Other trials for Educational ProblemsStudies of the same condition, open and under way.
- More trials run by Sakarya UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 90 participants (actual)
Sponsor and investigators
- Lead sponsor
- Sakarya University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Metin Yildiz, Sakarya University
- Investigators
- Metin YILDIZ, Asst.Prof.Dr., Principal investigator, Sakarya University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05711420
- Sponsor's protocol ID
- SakaryaU-metinyildiz-002
- Status last verified
- Oct 2023
- First submitted
- 16 Jan 2023
- Last updated
- 27 Oct 2023
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Publications
Keller, J.M. (2010). Motivational design for learning and performance: The ARCS Model approach. New York, NY: Springer.
Dinçer, S., & Doğanay, A. (2016). Öğretim materyali'ne ilişkin motivasyon ölçeği (ÖMMÖ) Türkçe uyarlama çalışması. İlköğretim Online, 15(4).
Mazer, J., P. (2013). Validity of the Student Interest and Engagement Scales: Associations with student learning outcomes. Communication Studies, 64, 125-140.
Akın, A., Uğur, E., &; Akın, Ü. (2015). Derse İlgi Ölçeğinin Türkçe Formu: Geçerlik ve güvenirlik çalışması. K. U. Kastamonu Eğitim Dergisi 23 (4), 1467-1476.
ÇETİN, Ş., & ÇETİN, F. (2019). Öğrenmeye yönelik tutum ölçeği (ÖYTÖ) geliştirme çalışması. Türk Eğitim Bilimleri Dergisi, 17(1), 140-157.
Study at a glance
From the registry record, last updated by the sponsor on 27 Oct 2023. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- 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
- ClinicalTrials.gov ID
- NCT05711420
- Acronym / sponsor ID
- SakaryaU-metinyildiz-002
- Conditions
- Educational Problems
- Keywords
- Gamification, Flipped learning, Interest, Motivation, Participation, Attitude
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 90 participants (actual)
- Lead sponsor
- Sakarya UniversityUniversity, hospital or other
- Study start
- 18 Oct 2022 (actual)
- Primary completion
- 1 Jan 2023 (actual)
- Study completion
- 15 Jan 2023 (actual)
- First posted
- 3 Feb 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| Gamification method group | Experimental | Behavioral: Gamification method groupThe group to be trained by gamification method; A gamification application was made every week. Points are given in the table prepared for those who are successful in weekly participation in gamification, coming to the lesson with their homework done, participating in the discussions in the lesson, and in the evaluation at the end of the lesson. Every week, the winner was given a gift. At the end of the lesson, the points in the headings of "Leaderboard", "Badge" and "Status", which are the elements of the gamification method, were added weekly. And in the last week, a meeting was held with the students according to all scores and a post-test was applied. |
| Flipped learning group | Experimental | Behavioral: Flipped learning groupBefore the study, videos were found each week that lecture on the relevant subject, videos were shot on the subject, and the videos were transferred to the students via a platform. At the end of each video, they were told to complete the homework on the subject and come to the lesson. In the lesson, the lesson was processed with activities according to the videos. |
| Control group | No intervention | –Lessons were taught with traditional learning method. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- To be a student,
- 18 years and older
- Volunteer
Key exclusion criteria (1 listed)
- Students who are not required to attend the course are not included.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Gamification method groupGamification method group | Behavioural | Gamification method group |
| Flipped learning groupFlipped learning group | Behavioural | Flipped learning group |
Primary outcome
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.
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.
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.
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.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 27 Oct 2023.
- BackgroundKeller, J.M. (2010). Motivational design for learning and performance: The ARCS Model approach. New York, NY: Springer.
- BackgroundDinçer, S., & Doğanay, A. (2016). Öğretim materyali'ne ilişkin motivasyon ölçeği (ÖMMÖ) Türkçe uyarlama çalışması. İlköğretim Online, 15(4).
- BackgroundMazer, J., P. (2013). Validity of the Student Interest and Engagement Scales: Associations with student learning outcomes. Communication Studies, 64, 125-140.
- BackgroundAkın, A., Uğur, E., &; Akın, Ü. (2015). Derse İlgi Ölçeğinin Türkçe Formu: Geçerlik ve güvenirlik çalışması. K. U. Kastamonu Eğitim Dergisi 23 (4), 1467-1476.
- BackgroundÇETİN, Ş., & ÇETİN, F. (2019). Öğrenmeye yönelik tutum ölçeği (ÖYTÖ) geliştirme çalışması. Türk Eğitim Bilimleri Dergisi, 17(1), 140-157.
- Individual participant dataSharing planned: Undecided
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Metin YILDIZ, Asst.Prof.Dr. principal investigator
Sakarya University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Gamification method group and Flipped learning group in people with Educational Problems, run by Sakarya University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 27 Oct 2023. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Teaching Material Motivation Scale (time frame: Evaluated at the end of 6 weeks). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05711420, which also lists 5 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 27 Oct 2023.