Educational ProblemsNCT06434532
Exploring the Effectiveness of an Interprofessional Game-based Learning
A study testing v-Care Online Game and Case-based online discussion in people with Educational Problems, run by The Hong Kong Polytechnic University at 2 sites in Hong Kong.
Trial summary
The goal of this waitlist control study is to evaluate the benefits of online game pedagogy to evaluate the readiness of health care students for interprofessional learning in nursing students. Read more about this study
- Who is it for?
- Ages 18 to 25 years
- Conditions the study is for
- Educational Problems
- What is being tested?
- v-Care Online Game and Case-based online discussion
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 350 participants
- Where
- 2 sitesHong Kong
- Study dates
- 19 Apr 2024to 30 Dec 2024
- 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 to 25 years
- All sexes
- No healthy volunteers
- Adult
Who may be able to join
- All students learning colorectal cancer and or frailty when taking the specified subject in the Bachelor Nursing Programme and,
- all students taking Bachelor of Science (Honours) Scheme in Medical Laboratory Science and Radiography in Radiography will be recruited
Who cannot join
- Students retaking these specified subjects will be excluded.
- Students learning other disorders but not colorectal cancer or frailty are not eligible
Trial locations and contacts
2 sites in 1 country.
Hong Kong2 sites, 2 recruiting
- Recruiting
School of Nursing
Hung Hom, Hong Kong Island
Kitty Chan, 91683233, kitty.yy.chan@polyu.edu.hk
- Recruiting
The Hong Kong Polytechnic University
Hung Hom, Hong Kong Island
Kitty Chan, 91683233 ext. 6883, kitty.yy.chan@polyu.edu.hk
About this study
Official title: An Exploratory Study on the v-Care Interprofessional Online Game for Healthcare Students
The goal of this waitlist control study is to evaluate the benefits of online game pedagogy to evaluate the readiness of health care students for interprofessional learning in nursing students.
Interprofessional (IP) collaboration is a core competence of health care education to enable effective teamwork and improve health outcomes. Taking into account the characteristics of our students and the pragmatic issues, v-Care (Virtual Care) is a novel strategy to deliver Interprofessional Education using gamification. Colleagues from nursing (SN), rehabilitation sciences (RS) and health technology and informatics (HTI) will collaborate in the design of v-Care, and implement and evaluate it effectiveness in nursing, physiotherapy and radiography related subjects.
Read more
To evaluate the effectiveness of interprofessional learning of the health faculty students using a multi-player point-and-click on line motivational game.
Theoretical Framework The v-Care design is based on the Self-Determination Theory (SDT) and Motivational Gamification.
Outcomes:
The primary outcome is to improve the readiness for interprofessional learning. A peer learning community will be established to improve the motivation to learn based on SDT: (1) autonomy, (2) competence and (3) relatedness.
Read the detailed description
BACKGROUND lnterprofessional education is a core competence of health care education to enable effective collaboration and improve health outcomes [1] (lnterprofessional Education Collaborative Expert Panel, 2011). Numerous initiatives were implemented, including the Freshman Seminar for Broad Disciplines in Health Science (FS) in the undergraduate curriculum. IPE was explicitly listed in the FS intended learning outcomes to (1) understand the professional identity of the learners' own discipline and the other professional's roles on the health care team; and (2) Identify innovative strategies in managing selected major health issues implement using an interprofessional (IP) collaborations approach; and (3) reflect on the experience on interprofessional learning and its implications on lifelong learning and career development. Starting from 2002/23 academic year, this subject was replaced by artificial intelligence and data analytics (AIDA). Since IP is an integral part of the curriculum, implementing IPE under other teaching modes (such as gamification, peer-learning or learner-directed) must be reconsidered.
Motivational gamification is a strategy rooted in the Self-Determination Theory (SDT), gamification and micro-learning are the merits much preferred by the millennials in learning. This strategy leverages on the millennial characteristics that technology has been embedded to their daily life, they enjoy fun and games and are motivated by immediate positive rewards, such as points and badges. Furthermore, they have relatively shorter attention span and enjoy simulation in virtual environments with high quality visuals and graphics. Game features such as click-to-reveal, drag-and-drop, pop quizzes tend to engage the millennial learners. As such, the proposed project is feasible to improve the learning experience and possibly learning outcomes.
AIM To evaluate the effectiveness and impact of interprofessional learning of health faculty students using a multi-player point-and-click on line motivational game. A pretest-posttest non-equivalent waitlist control group design was employed.
METHOD Convenience sampling was adopted to recruit subjects. Inclusion criteria - Participants were recruited from the students who had enrolled in the nursing, physiotherapy and radiography subjects. Students retaking the subject will be excluded from the study.
They were assigned into two study groups according to the tutorial teaching schedule: the control and the experimental groups. The Control group attended the usual teaching activities: paper case study, whereas the intervention group participated in the vCare eGame (intervention). Surveys will be implemented before any learning activities, and at the same time for both groups after the intervention group completed the vCare eGame.
OUTCOME MEASURES Primary outcome will be measured by the Readiness for Interprofessional Learning Scale (19-items).
Secondary outcome on students' autonomy will be measured by a 24-items Perceived Peer Autonomy Support Scale and the 18-item Intrinsic Motivation Inventory.
- Conditions
- Educational Problems
- Being tested
- v-Care Online Game, Case-based online discussion
- Keywords
- Interprofession, online game, nursing, multidisciplinary education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
v-Care Online GameOther
A regular 2 hours traditional learning mode session - case study session and 2-hour online game session with peer-led discussion and interprofessional project submission. This spreads in 3 weeks interval
Case-based online discussionOther
A 2-hour traditional learning mode session with online peer-led discussion and submission of an interprofessional worksheet as an assignment
| Study group | Role | What they receive |
|---|---|---|
| v-Care online game | Experimental | the v-Care online game consist of a clinical scenario. Participants are requested to join the online game in small groups, consisting of nursing and radiography students, to discuss the patient's condition presented in the scenario. They will also be required to watch relevant mini-videos that cover the knowledge check points within the game.
As part of the activity, participants will be expected to submit a mini interprofessional project that explains their respective roles and responsibilities in managing the patient's condition.
To enhance engagement and motivation, an online game reward system has been implemented. This system includes the opportunity to earn badges upon completing the knowledge check points or participating in learning activities such as watching tutorials or engaging in interprofessional discussions. These discussions will be recorded and summarized to highlight the key points of their conversation. Receives: Other: v-Care Online Game |
| Case-based online discussion | Active comparator | Participants are requested to engage in case-based discussions within small groups, comprising nursing and radiography students. As part of this activity, students are required to complete a conventional assignment using a worksheet, which will allow them to elaborate on their individual roles and responsibilities in managing the patient's condition.
In addition, students are encouraged to utilize traditional learning and teaching methods by reading and exploring relevant materials pertaining to the patient's condition. Receives: Other: Case-based online discussion |
What is being measured
The primary outcome is the main question the study is designed to answer.
Readiness of Health Care Students for Interprofessional Learning (RIPLS)
A 5-point Likert scale questionnaire will be used. There are four subscales that included teamwork and collaboration, negative professional identity, positive professional identity, and roles and responsibility. The higher scores mean a better outcome.
Measured: This will be administered immediately before the start of the learning activity and immediately after the activity is completed
Secondary outcomes (2)
Intrinsic Motivation Inventory
This is a 9-items instrument with 3 subscales: interest/enjoyment, perceived competence, and pressure/tension; on a 7-point Likert Scale - Not at all true, somewhat true to very true.
The higher scores mean a better outcome
Measured: This will be administered immediately before the start of the learning activity and immediately after the activity is completed
Perceived Autonomy Scale
One 6-items scale will be used to assess the perceive autonomy after the students have completed the learning activity. This is rated on a 7-point Likert Scale - from 1 strongly disagree to 7 strongly agree.
The higher scores mean a better outcome
Measured: This will be administered immediately before the start of the learning activity and immediately after the activity is completed
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted30 May 2024
- Study start19 Apr 2024
- Primary completion30 Dec 2024 (estimated)
- Study completion30 Dec 2024 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Educational ProblemsStudies of the same condition, open and under way.
- 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
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- waitlist control
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 350 participants (estimated)
Sponsor and investigators
- Lead sponsor
- The Hong Kong Polytechnic University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Kitty Chan, PhD, Principal investigator, The Hong Kong Polytechnic University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06434532
- Sponsor's protocol ID
- HSEARS20230729001
- Status last verified
- Jan 2024
- First submitted
- 24 Jan 2024
- Last updated
- 26 Aug 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: Once the project is completed, and paper published, we are happy to share the IPD.
Study at a glance
From the registry record, last updated by the sponsor on 26 Aug 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- An Exploratory Study on the v-Care Interprofessional Online Game for Healthcare Students
- ClinicalTrials.gov ID
- NCT06434532
- Acronym / sponsor ID
- HSEARS20230729001
- Conditions
- Educational Problems
- Keywords
- Interprofession, online game, nursing, multidisciplinary education
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 350 participants (estimated)
- Lead sponsor
- The Hong Kong Polytechnic UniversityUniversity, hospital or other
- Study start
- 19 Apr 2024 (actual)
- Primary completion
- 30 Dec 2024 (estimated)
- Study completion
- 30 Dec 2024 (estimated)
- First posted
- 30 May 2024 (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.
The goal of this waitlist control study is to evaluate the benefits of online game pedagogy to evaluate the readiness of health care students for interprofessional learning in nursing students.
Interprofessional (IP) collaboration is a core competence of health care education to enable effective teamwork and improve health outcomes. Taking into account the characteristics of our students and the pragmatic issues, v-Care (Virtual Care) is a novel strategy to deliver Interprofessional Education using gamification. Colleagues from nursing (SN), rehabilitation sciences (RS) and health technology and informatics (HTI) will collaborate in the design of v-Care, and implement and evaluate it effectiveness in nursing, physiotherapy and radiography related subjects.
To evaluate the effectiveness of interprofessional learning of the health faculty students using a multi-player point-and-click on line motivational game.
Theoretical Framework The v-Care design is based on the Self-Determination Theory (SDT) and Motivational Gamification.
Outcomes:
The primary outcome is to improve the readiness for interprofessional learning. A peer learning community will be established to improve the motivation to learn based on SDT: (1) autonomy, (2) competence and (3) relatedness.
Detailed description
BACKGROUND lnterprofessional education is a core competence of health care education to enable effective collaboration and improve health outcomes [1] (lnterprofessional Education Collaborative Expert Panel, 2011). Numerous initiatives were implemented, including the Freshman Seminar for Broad Disciplines in Health Science (FS) in the undergraduate curriculum. IPE was explicitly listed in the FS intended learning outcomes to (1) understand the professional identity of the learners' own discipline and the other professional's roles on the health care team; and (2) Identify innovative strategies in managing selected major health issues implement using an interprofessional (IP) collaborations approach; and (3) reflect on the experience on interprofessional learning and its implications on lifelong learning and career development. Starting from 2002/23 academic year, this subject was replaced by artificial intelligence and data analytics (AIDA). Since IP is an integral part of the curriculum, implementing IPE under other teaching modes (such as gamification, peer-learning or learner-directed) must be reconsidered.
Motivational gamification is a strategy rooted in the Self-Determination Theory (SDT), gamification and micro-learning are the merits much preferred by the millennials in learning. This strategy leverages on the millennial characteristics that technology has been embedded to their daily life, they enjoy fun and games and are motivated by immediate positive rewards, such as points and badges. Furthermore, they have relatively shorter attention span and enjoy simulation in virtual environments with high quality visuals and graphics. Game features such as click-to-reveal, drag-and-drop, pop quizzes tend to engage the millennial learners. As such, the proposed project is feasible to improve the learning experience and possibly learning outcomes.
AIM To evaluate the effectiveness and impact of interprofessional learning of health faculty students using a multi-player point-and-click on line motivational game. A pretest-posttest non-equivalent waitlist control group design was employed.
METHOD Convenience sampling was adopted to recruit subjects. Inclusion criteria - Participants were recruited from the students who had enrolled in the nursing, physiotherapy and radiography subjects. Students retaking the subject will be excluded from the study.
They were assigned into two study groups according to the tutorial teaching schedule: the control and the experimental groups. The Control group attended the usual teaching activities: paper case study, whereas the intervention group participated in the vCare eGame (intervention). Surveys will be implemented before any learning activities, and at the same time for both groups after the intervention group completed the vCare eGame.
OUTCOME MEASURES Primary outcome will be measured by the Readiness for Interprofessional Learning Scale (19-items).
Secondary outcome on students' autonomy will be measured by a 24-items Perceived Peer Autonomy Support Scale and the 18-item Intrinsic Motivation Inventory.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- waitlist control
| Arm | Type | Receives |
|---|---|---|
| v-Care online game | Experimental | Other: v-Care Online Gamethe v-Care online game consist of a clinical scenario. Participants are requested to join the online game in small groups, consisting of nursing and radiography students, to discuss the patient's condition presented in the scenario. They will also be required to watch relevant mini-videos that cover the knowledge check points within the game. As part of the activity, participants will be expected to submit a mini interprofessional project that explains their respective roles and responsibilities in managing the patient's condition. To enhance engagement and motivation, an online game reward system has been implemented. This system includes the opportunity to earn badges upon completing the knowledge check points or participating in learning activities such as watching tutorials or engaging in interprofessional discussions. These discussions will be recorded and summarized to highlight the key points of their conversation. |
| Case-based online discussion | Active comparator | Other: Case-based online discussionParticipants are requested to engage in case-based discussions within small groups, comprising nursing and radiography students. As part of this activity, students are required to complete a conventional assignment using a worksheet, which will allow them to elaborate on their individual roles and responsibilities in managing the patient's condition. In addition, students are encouraged to utilize traditional learning and teaching methods by reading and exploring relevant materials pertaining to the patient's condition. |
Who may qualify
- Ages
- 18 to 25 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult
Key inclusion criteria (2 listed)
- All students learning colorectal cancer and or frailty when taking the specified subject in the Bachelor Nursing Programme and,
- all students taking Bachelor of Science (Honours) Scheme in Medical Laboratory Science and Radiography in Radiography will be recruited
Key exclusion criteria (2 listed)
- Students retaking these specified subjects will be excluded.
- Students learning other disorders but not colorectal cancer or frailty are not eligible
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 |
|---|---|---|
| v-Care Online GameA regular 2 hours traditional learning mode session - case study session and 2-hour online game session with peer-led discussion and interprofessional project submission. This spreads in 3 weeks interval | Other | v-Care online game |
| Case-based online discussionA 2-hour traditional learning mode session with online peer-led discussion and submission of an interprofessional worksheet as an assignment | Other | Case-based online discussion |
Primary outcome
Readiness of Health Care Students for Interprofessional Learning (RIPLS)
Time frame: This will be administered immediately before the start of the learning activity and immediately after the activity is completed
A 5-point Likert scale questionnaire will be used. There are four subscales that included teamwork and collaboration, negative professional identity, positive professional identity, and roles and responsibility. The higher scores mean a better outcome.
2 secondary outcomes
Intrinsic Motivation Inventory
Time frame: This will be administered immediately before the start of the learning activity and immediately after the activity is completed
Perceived Autonomy Scale
Time frame: This will be administered immediately before the start of the learning activity and immediately after the activity is completed
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 26 Aug 2024.
- Individual participant dataSharing planned: Yes. Once the project is completed, and paper published, we are happy to share the IPD.
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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.
Kitty Chan, PhD principal investigator
The Hong Kong Polytechnic University
2 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing v-Care Online Game and Case-based online discussion in people with Educational Problems, run by The Hong Kong Polytechnic University at 2 sites in Hong Kong.
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 2 inclusion and 2 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: status not confirmed, as of the sponsor's last update on 26 Aug 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 2 sites in Hong Kong. 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?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
Contact Kitty Chan, PhD (91683233 ext. 6883, kitty.yy.chan@polyu.edu.hk), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Readiness of Health Care Students for Interprofessional Learning (RIPLS) (time frame: This will be administered immediately before the start of the learning activity and immediately after the activity is completed). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 26 Aug 2024.