Arterial Blood Gas Analysis EducationNCT07611851
Concept Mapping and Gamification in Arterial Blood Gas Analysis Education
A study testing Concept Mapping, Traditional Education and Gamification-Based Education in people with Arterial Blood Gas Analysis Education, run by Cemile Nida Kayış at 1 site in Turkey (Türkiye).
Trial summary
Arterial blood gas (ABG) analysis is a complex clinical competency that requires the integrated interpretation of acid-base balance, oxygenation, and ventilation parameters in relation to the clinical presentation. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Arterial Blood Gas Analysis Education
- What is being tested?
- Concept Mapping, Traditional Education and Gamification-Based Education
- 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
- 1 Jan 2026to 21 May 2026
- 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
- Voluntary agreement to participate in the study
- Being a first-year student in the Anesthesia Program
- Ability to understand and speak Turkish
- Using a mobile device with Android v5.0 or higher or iOS v9.0 or higher operating system
Who cannot join
- Having previously completed another undergraduate degree before enrollment in the Anesthesia Program
- Having previously received arterial blood gas analysis education in any educational program
- Failure to complete the post-test or retention test assessments
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
KTO Karatay University, Vocational School of Health Services, Anesthesia Program
Konya, Lecturer, 42020
About this study
Official title: Effect of Concept Mapping and Gamification on Arterial Blood Gas Analysis Skills
Arterial blood gas (ABG) analysis is a complex clinical competency that requires the integrated interpretation of acid-base balance, oxygenation, and ventilation parameters in relation to the clinical presentation. Although various student-centered educational approaches have been used in ABG education, higher-order cognitive outcomes such as problem-solving, decision-making, and long-term retention of learning have received comparatively limited attention.
This two-arm, parallel-group randomized controlled trial evaluates the effects of an interactive instructional approach integrating concept mapping and gamification on ABG education among first-year students enrolled in the Anesthesia Program. Participants are randomly assigned in a 1:1 ratio to either the intervention or control group. Both groups receive one 90-minute educational session per week for four consecutive weeks, with the educational content, learning objectives, duration of instruction, and weekly sequence of topics standardized across groups. The control group receives structured lectures using a traditional instructor-centered teaching approach, supplemented by responses to students' questions and written instructional materials. The intervention group receives an interactive educational program integrating concept mapping, clinical case analysis, Wordwall activities, Kahoot! quizzes, points, digital badges, and a leaderboard.
The primary outcome is conceptual knowledge of ABG analysis. Secondary outcomes include clinical scenario interpretation skills, problem-solving ability, and clinical decision-making tendencies. Outcomes are assessed at baseline, immediately after completion of the four-week educational program, and three months after completion of the program to assess retention of learning.
Read the detailed description
Arterial blood gas (ABG) analysis is a fundamental clinical competency that requires the integrated interpretation of acid-base balance, oxygenation, and ventilation parameters in relation to the clinical presentation. Students may experience difficulty integrating relationships among physiological concepts, transferring theoretical knowledge to clinical scenarios, and interpreting complex acid-base disorders. Although various student-centered educational approaches have been used in ABG education, higher-order cognitive outcomes such as problem-solving, decision-making, and long-term retention of learning have received comparatively limited attention.
This study is designed as a two-arm, parallel-group randomized controlled trial with pretest, posttest, and follow-up assessments. The study is conducted among first-year students enrolled in the Anesthesia Program of the Vocational School of Health Services at KTO Karatay University. The Anesthesia Program is a two-year associate degree program that trains anesthesia technicians who assist in maintaining airway patency and the safe delivery of anesthesia under the supervision of an anesthesiologist.
Participants are randomly assigned in a 1:1 ratio to either the intervention or control group. Both groups receive one 90-minute educational session per week for four consecutive weeks. The educational content, learning objectives, duration of instruction, and weekly sequence of topics are standardized across groups, with the primary difference being the instructional approach.
In the control group, instruction is delivered through structured lectures using a traditional instructor-centered teaching approach. Fundamental concepts and the steps involved in ABG interpretation are explained using examples. The sessions are supplemented by responses to students' questions and written instructional materials aligned with the course content.
In the intervention group, instruction is delivered using an interactive approach integrating concept mapping and gamification. Concept maps developed with CmapTools are used to present fundamental concepts and the relationships among them, followed by completion and review of semi-structured concept maps. Clinical case scenarios are analyzed in small groups, followed by interactive Wordwall activities and weekly Kahoot! quizzes. Gamification elements include points, digital badges, and a leaderboard. Immediate feedback is provided throughout the educational activities. All educational sessions are delivered according to a standardized educational protocol.
The primary outcome is conceptual knowledge of ABG analysis. Secondary outcomes include clinical scenario interpretation skills, problem-solving ability, and clinical decision-making tendencies. Outcomes are assessed at baseline before the educational program, immediately after completion of the four-week educational program, and three months after completion of the program to assess retention of learning.
- Conditions
- Arterial Blood Gas Analysis Education
- Being tested
- Concept Mapping, Traditional Education, Gamification-Based Education
- Keywords
- Blood Gas Analysis, Gamification, Concept Formation, Problem Solving, Decision Making, Education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Concept MappingBehavioural
As part of the four-week intervention program, concept mapping was used to support theoretical instruction in arterial blood gas (ABG) analysis. Concept maps developed using CmapTools were used to present fundamental concepts and the relationships among them. Students were then provided with semi-structured concept maps from which selected concepts, connections, and linking phrases had been removed. Students completed the missing components individually, reviewed their responses through small-group discussions, and participated in a whole-class review with instructor feedback and clarification of the correct conceptual relationships.
Traditional EducationBehavioural
Participants in the control group received one 90-minute educational session per week for four consecutive weeks using a structured, traditional instructor-centered teaching approach. Fundamental concepts and the steps involved in arterial blood gas (ABG) interpretation were explained using examples. The sessions were supplemented by responses to students' questions and written instructional materials aligned with the course content.
Gamification-Based EducationBehavioural
As part of the four-week intervention program, students participated in gamification-based learning activities related to ABG analysis. Clinical case scenarios aligned with the weekly educational content were analyzed in small groups, followed by interactive Wordwall activities and a weekly Kahoot! quiz consisting of 10 multiple-choice questions. Immediate feedback was provided after the activities. A multicomponent reward system consisting of points, digital badges, and a leaderboard was used. Student performance was evaluated on a 100-point scale during each session, and students achieving a weekly total score of ≥80 received a digital badge and had their scores displayed on the leaderboard. Students scoring <80 received feedback on areas requiring further learning.
| Study group | Role | What they receive |
|---|---|---|
| Intervention Group | Experimental | Participants assigned to the intervention group received a four-week interactive educational program integrating concept mapping and gamification for arterial blood gas (ABG) analysis. The program consisted of four weekly 90-minute sessions delivered by the same instructor according to a standardized educational protocol. Concept mapping included theoretical instruction supported by concept maps developed using CmapTools and completion of semi-structured concept maps individually and through small-group review. Gamification-based activities included clinical case analysis, interactive Wordwall activities, weekly Kahoot! quizzes, points, digital badges, and a leaderboard. Immediate feedback was provided throughout the educational activities. Receives: Behavioral: Concept Mapping; Behavioral: Gamification-Based Education |
| Control Group | Active comparator | Participants assigned to the control group received one 90-minute educational session per week for four consecutive weeks using a structured, traditional instructor-centered teaching approach. Fundamental concepts and the steps involved in arterial blood gas (ABG) interpretation were explained using examples. The sessions were supplemented by responses to students' questions and written instructional materials aligned with the course content. The educational content, learning objectives, session duration, and weekly sequence of topics were standardized across groups. Concept mapping and gamification-based activities were not used in the control group. Receives: Behavioral: Traditional Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
Conceptual Knowledge of Arterial Blood Gas Analysis
Conceptual knowledge of arterial blood gas (ABG) analysis will be assessed using the Arterial Blood Gas Analysis Knowledge Test developed by the research team. The test consists of 25 true/false items, including 15 items assessing conceptual knowledge and 10 items assessing clinical scenario interpretation skills. Each correct response is scored as 1 and each incorrect response as 0. Raw scores for each section are converted to standardized scores ranging from 0 to 100. Only the 15 conceptual knowledge items will be used for the primary outcome analysis.
Measured: Baseline, immediately after the intervention, and 3 months after the intervention
Secondary outcomes (3)
Clinical Scenario Interpretation Skills
Clinical scenario interpretation skills will be assessed using the clinical scenario interpretation section of the Arterial Blood Gas Analysis Knowledge Test developed by the research team. This section consists of 10 true/false items based on clinical scenarios. Each correct response is scored as 1 and each incorrect response as 0. Raw scores are converted to standardized scores ranging from 0 to 100, with higher scores indicating better clinical scenario interpretation skills.
Measured: Baseline, immediately after completion of the intervention, and 3 months after the intervention.
Problem-Solving Skills
Problem-solving skills will be assessed using the Problem Solving Inventory (PSI). The inventory evaluates perceived problem-solving skills, with lower scores indicating better problem-solving ability.
Measured: Baseline, immediately after completion of the intervention, and 3 months after the intervention
Clinical Decision-Making Tendencies
Clinical decision-making tendencies will be assessed using the Decision-Making Styles Scale (DMSS). The scale evaluates rational, intuitive, dependent, avoidant, and spontaneous decision-making tendencies. Higher scores indicate a greater tendency toward the corresponding decision-making style.
Measured: Baseline, immediately after completion of the intervention, and 3 months after the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted28 May 2026
- Study start1 Jan 2026
- Primary completion21 May 2026
- Study completion21 May 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Arterial Blood Gas Analysis EducationStudies 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
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Participants will be randomly assigned in a 1:1 ratio to either the intervention group or the control group. The intervention group will receive concept mapping and gamification-based arterial blood gas analysis education, while the control group will receive traditional lecture-based education. Outcome measures will be assessed before the intervention, immediately after the intervention, and three months after the intervention to evaluate retention of learning.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 90 participants (actual)
Sponsor and investigators
- Lead sponsor
- Cemile Nida Kayış
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Cemile Nida Kayış, KTO Karatay University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07611851
- Sponsor's protocol ID
- ABG-CM-GAM-2026
- Status last verified
- Aug 2026
- First submitted
- 21 May 2026
- Last updated
- 21 Aug 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 21 Aug 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effect of Concept Mapping and Gamification on Arterial Blood Gas Analysis Skills
- ClinicalTrials.gov ID
- NCT07611851
- Acronym / sponsor ID
- ABG-CM-GAM-2026
- Conditions
- Arterial Blood Gas Analysis Education
- Keywords
- Blood Gas Analysis, Gamification, Concept Formation, Problem Solving, Decision Making, Education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 90 participants (actual)
- Lead sponsor
- Cemile Nida KayışUniversity, hospital or other
- Study start
- 1 Jan 2026 (actual)
- Primary completion
- 21 May 2026 (actual)
- Study completion
- 21 May 2026 (actual)
- First posted
- 28 May 2026 (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.
Arterial blood gas (ABG) analysis is a complex clinical competency that requires the integrated interpretation of acid-base balance, oxygenation, and ventilation parameters in relation to the clinical presentation. Although various student-centered educational approaches have been used in ABG education, higher-order cognitive outcomes such as problem-solving, decision-making, and long-term retention of learning have received comparatively limited attention.
This two-arm, parallel-group randomized controlled trial evaluates the effects of an interactive instructional approach integrating concept mapping and gamification on ABG education among first-year students enrolled in the Anesthesia Program. Participants are randomly assigned in a 1:1 ratio to either the intervention or control group. Both groups receive one 90-minute educational session per week for four consecutive weeks, with the educational content, learning objectives, duration of instruction, and weekly sequence of topics standardized across groups. The control group receives structured lectures using a traditional instructor-centered teaching approach, supplemented by responses to students' questions and written instructional materials. The intervention group receives an interactive educational program integrating concept mapping, clinical case analysis, Wordwall activities, Kahoot! quizzes, points, digital badges, and a leaderboard.
The primary outcome is conceptual knowledge of ABG analysis. Secondary outcomes include clinical scenario interpretation skills, problem-solving ability, and clinical decision-making tendencies. Outcomes are assessed at baseline, immediately after completion of the four-week educational program, and three months after completion of the program to assess retention of learning.
Detailed description
Arterial blood gas (ABG) analysis is a fundamental clinical competency that requires the integrated interpretation of acid-base balance, oxygenation, and ventilation parameters in relation to the clinical presentation. Students may experience difficulty integrating relationships among physiological concepts, transferring theoretical knowledge to clinical scenarios, and interpreting complex acid-base disorders. Although various student-centered educational approaches have been used in ABG education, higher-order cognitive outcomes such as problem-solving, decision-making, and long-term retention of learning have received comparatively limited attention.
This study is designed as a two-arm, parallel-group randomized controlled trial with pretest, posttest, and follow-up assessments. The study is conducted among first-year students enrolled in the Anesthesia Program of the Vocational School of Health Services at KTO Karatay University. The Anesthesia Program is a two-year associate degree program that trains anesthesia technicians who assist in maintaining airway patency and the safe delivery of anesthesia under the supervision of an anesthesiologist.
Participants are randomly assigned in a 1:1 ratio to either the intervention or control group. Both groups receive one 90-minute educational session per week for four consecutive weeks. The educational content, learning objectives, duration of instruction, and weekly sequence of topics are standardized across groups, with the primary difference being the instructional approach.
In the control group, instruction is delivered through structured lectures using a traditional instructor-centered teaching approach. Fundamental concepts and the steps involved in ABG interpretation are explained using examples. The sessions are supplemented by responses to students' questions and written instructional materials aligned with the course content.
In the intervention group, instruction is delivered using an interactive approach integrating concept mapping and gamification. Concept maps developed with CmapTools are used to present fundamental concepts and the relationships among them, followed by completion and review of semi-structured concept maps. Clinical case scenarios are analyzed in small groups, followed by interactive Wordwall activities and weekly Kahoot! quizzes. Gamification elements include points, digital badges, and a leaderboard. Immediate feedback is provided throughout the educational activities. All educational sessions are delivered according to a standardized educational protocol.
The primary outcome is conceptual knowledge of ABG analysis. Secondary outcomes include clinical scenario interpretation skills, problem-solving ability, and clinical decision-making tendencies. Outcomes are assessed at baseline before the educational program, immediately after completion of the four-week educational program, and three months after completion of the program to assess retention of learning.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- Participants will be randomly assigned in a 1:1 ratio to either the intervention group or the control group. The intervention group will receive concept mapping and gamification-based arterial blood gas analysis education, while the control group will receive traditional lecture-based education. Outcome measures will be assessed before the intervention, immediately after the intervention, and three months after the intervention to evaluate retention of learning.
| Arm | Type | Receives |
|---|---|---|
| Intervention Group | Experimental | Behavioral: Concept Mapping, Behavioral: Gamification-Based EducationParticipants assigned to the intervention group received a four-week interactive educational program integrating concept mapping and gamification for arterial blood gas (ABG) analysis. The program consisted of four weekly 90-minute sessions delivered by the same instructor according to a standardized educational protocol. Concept mapping included theoretical instruction supported by concept maps developed using CmapTools and completion of semi-structured concept maps individually and through small-group review. Gamification-based activities included clinical case analysis, interactive Wordwall activities, weekly Kahoot! quizzes, points, digital badges, and a leaderboard. Immediate feedback was provided throughout the educational activities. |
| Control Group | Active comparator | Behavioral: Traditional EducationParticipants assigned to the control group received one 90-minute educational session per week for four consecutive weeks using a structured, traditional instructor-centered teaching approach. Fundamental concepts and the steps involved in arterial blood gas (ABG) interpretation were explained using examples. The sessions were supplemented by responses to students' questions and written instructional materials aligned with the course content. The educational content, learning objectives, session duration, and weekly sequence of topics were standardized across groups. Concept mapping and gamification-based activities were not used in the control group. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Voluntary agreement to participate in the study
- Being a first-year student in the Anesthesia Program
- Ability to understand and speak Turkish
- Using a mobile device with Android v5.0 or higher or iOS v9.0 or higher operating system
Key exclusion criteria (3 listed)
- Having previously completed another undergraduate degree before enrollment in the Anesthesia Program
- Having previously received arterial blood gas analysis education in any educational program
- Failure to complete the post-test or retention test assessments
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 |
|---|---|---|
| Concept MappingAs part of the four-week intervention program, concept mapping was used to support theoretical instruction in arterial blood gas (ABG) analysis. Concept maps developed using CmapTools were used to present fundamental concepts and the relationships among them. Students were then provided with semi-structured concept maps from which selected concepts, connections, and linking phrases had been removed. Students completed the missing components individually, reviewed their responses through small-group discussions, and participated in a whole-class review with instructor feedback and clarification of the correct conceptual relationships. | Behavioural | Intervention Group |
| Traditional EducationParticipants in the control group received one 90-minute educational session per week for four consecutive weeks using a structured, traditional instructor-centered teaching approach. Fundamental concepts and the steps involved in arterial blood gas (ABG) interpretation were explained using examples. The sessions were supplemented by responses to students' questions and written instructional materials aligned with the course content. | Behavioural | Control Group |
| Gamification-Based EducationAs part of the four-week intervention program, students participated in gamification-based learning activities related to ABG analysis. Clinical case scenarios aligned with the weekly educational content were analyzed in small groups, followed by interactive Wordwall activities and a weekly Kahoot! quiz consisting of 10 multiple-choice questions. Immediate feedback was provided after the activities. A multicomponent reward system consisting of points, digital badges, and a leaderboard was used. Student performance was evaluated on a 100-point scale during each session, and students achieving a weekly total score of ≥80 received a digital badge and had their scores displayed on the leaderboard. Students scoring <80 received feedback on areas requiring further learning. | Behavioural | Intervention Group |
Primary outcome
Conceptual Knowledge of Arterial Blood Gas Analysis
Time frame: Baseline, immediately after the intervention, and 3 months after the intervention
Conceptual knowledge of arterial blood gas (ABG) analysis will be assessed using the Arterial Blood Gas Analysis Knowledge Test developed by the research team. The test consists of 25 true/false items, including 15 items assessing conceptual knowledge and 10 items assessing clinical scenario interpretation skills. Each correct response is scored as 1 and each incorrect response as 0. Raw scores for each section are converted to standardized scores ranging from 0 to 100. Only the 15 conceptual knowledge items will be used for the primary outcome analysis.
3 secondary outcomes
Clinical Scenario Interpretation Skills
Time frame: Baseline, immediately after completion of the intervention, and 3 months after the intervention.
Problem-Solving Skills
Time frame: Baseline, immediately after completion of the intervention, and 3 months after the intervention
Clinical Decision-Making Tendencies
Time frame: Baseline, immediately after completion of the intervention, and 3 months after the intervention
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 21 Aug 2026.
- Individual participant dataSharing planned: No
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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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Concept Mapping, Traditional Education and Gamification-Based Education in people with Arterial Blood Gas Analysis Education, run by Cemile Nida Kayış 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 4 inclusion and 3 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 21 Aug 2026. 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?
Conceptual Knowledge of Arterial Blood Gas Analysis (time frame: Baseline, immediately after the intervention, and 3 months after the intervention). 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 21 Aug 2026.