Nursing EducationNCT07748897
Effects of Concept Mapping and AI Dialogue on Flow and Learning Outcomes in Simulation-Based Learning
A study testing ChatGPT-Assisted Preparation for Pediatric Nursing Simulation and Standard Preparation for Pediatric Nursing Simulation in people with Nursing Education and Simulation-Based Learning, run by Chang Gung University of Science and Technology at 1 site in Taiwan.
Trial summary
This mixed-methods educational study evaluates the integration of concept mapping and artificial intelligence (AI)-supported dialogue into simulation-based learning for nursing students. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Education, Simulation-Based Learning
- What is being tested?
- ChatGPT-Assisted Preparation for Pediatric Nursing Simulation and Standard Preparation for Pediatric Nursing Simulation
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 168 participants
- Where
- 1 siteTaiwan
- Study dates
- 23 Sep 2025to 30 Sep 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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
- Nursing students enrolled in the participating pediatric nursing course and in one of the classes selected for the study.
- Aged 18 years or older.
- Able to read and communicate in Chinese.
- Willing to provide written informed consent and participate in the study activities and assessments.
Who cannot join
- Previous participation in the pilot testing or development phase of the same instructional program.
- Students who are on leave of absence or are not expected to attend the scheduled learning activities during the study period.
Trial locations and contacts
1 site in 1 country.
Taiwan1 site
Chang Gung University of Science and Technology
Taoyuan, Guishan, 333324
About this study
Official title: Exploring the Impact of Flipped Classroom Combined With Concept Mapping and AI Dialogue on Students' Flow Experience and Learning Outcomes in Simulation Scenarios: From Personal Traits to Learning Practices
This mixed-methods educational study evaluates the integration of concept mapping and artificial intelligence (AI)-supported dialogue into simulation-based learning for nursing students. The learning activities include structured pre-class preparation, concept mapping, AI-supported dialogue using ChatGPT, and participation in simulated clinical scenarios. The study examines students' flow experience, defined as a state of focused engagement, and their learning outcomes.
Quantitative assessments are used to examine critical thinking, self-efficacy, communication skills, and other learning outcomes specified in the study protocol. Interviews and observations are used to explore students' learning processes and experiences. The study also examines whether individual characteristics, including openness and self-efficacy, are associated with learning practices, flow experience, and learning outcomes.
Read the detailed description
Baseline Big Five personality traits will be assessed using the Chinese 15-item Big Five Inventory (BFI-15), including extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience. The five personality traits will be modeled as exogenous predictors of flow experience and learning-related outcomes in the structural equation model. Flow experience will also be examined as a potential mediator between personality traits and learning-related outcomes.
- Conditions
- Nursing Education, Simulation-Based Learning
- Being tested
- ChatGPT-Assisted Preparation for Pediatric Nursing Simulation, Standard Preparation for Pediatric Nursing Simulation
- Keywords
- Nursing Students, Simulation-Based Learning, Concept Mapping, Generative Artificial Intelligence, Flow Experience, Learning Outcomes, Critical Thinking, Self-Efficacy, Communication Skills
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
ChatGPT-Assisted Preparation for Pediatric Nursing SimulationOther
Students watch instructional videos, prepare concept maps, and engage in structured dialogue with ChatGPT before class. They then participate in high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion. The preparation activities are intended to improve learning readiness and support efficient participation in class.
Standard Preparation for Pediatric Nursing SimulationOther
Students watch the same instructional videos and prepare concept maps before class but do not engage in structured dialogue with ChatGPT. They then participate in the same high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion as the experimental group.
| Study group | Role | What they receive |
|---|---|---|
| ChatGPT-Assisted Preparation Group | Experimental | Classes randomized to this arm will complete preclass preparation for pediatric nursing simulation. Students will watch instructional videos, prepare concept maps, engage in structured dialogue with ChatGPT, and upload their work before class. The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course. During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the comparator group. Receives: Other: ChatGPT-Assisted Preparation for Pediatric Nursing Simulation |
| Standard Preparation Group | Active comparator | Classes randomized to this arm will complete standard preclass preparation for pediatric nursing simulation. Students will watch the same instructional videos, prepare concept maps, and upload their work before class, but will not engage in structured dialogue with ChatGPT. The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course. During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the experimental group. Receives: Other: Standard Preparation for Pediatric Nursing Simulation |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change From Baseline in Pediatric Nursing Knowledge Test Score
Pediatric nursing knowledge will be assessed using a test covering fever management for an infant with febrile seizures, chest physiotherapy for a child with pneumonia, and nursing care for a child with epilepsy. Scores range from 0 to 100, with higher scores indicating greater pediatric nursing knowledge. The change score will be calculated as the post-intervention score minus the baseline score.
Measured: From baseline before the intervention to immediately after completion of all three simulation scenarios
Secondary outcomes (5)
Change From Baseline in Critical Thinking Disposition Score
Critical thinking disposition will be assessed using a 6-item questionnaire adapted by Lin et al. from Chai et al. Each item is rated from 1 to 5. Total scores range from 6 to 30, with higher scores indicating a greater tendency to evaluate information, consider different perspectives, and use logical and analytical thinking. The change score will be calculated as the post-intervention score minus the baseline score.
Measured: From baseline before the intervention to immediately after completion of all three simulation scenarios
Change From Baseline in Self-reported Communication Competence Score
Self-reported communication competence will be assessed using the 8-item Communication Competence Scale developed by Li (2013) for nursing students. The scale assesses communication with patients and family members, including initiating communication, establishing therapeutic relationships, using verbal and nonverbal communication, identifying key information, active listening, recognizing emotions, providing health guidance, and organizing communication content. Each item is rated from 1 to 5. Total scores range from 8 to 40, with higher scores indicating greater self-reported communication competence. The change score will be calculated as the post-intervention score minus the baseline score.
Measured: From baseline before the intervention to immediately after completion of all three simulation scenarios
Change From Baseline in Learning Self-Efficacy Score
Learning self-efficacy will be assessed using the 8-item self-efficacy subscale of the Motivated Strategies for Learning Questionnaire. Each item is rated from 1 to 5. Total scores range from 8 to 40, with higher scores indicating greater confidence in successfully completing the learning tasks. The change score will be calculated as the post-intervention score minus the baseline score.
Measured: From baseline before the intervention to immediately after completion of all three simulation scenarios
Change From Baseline in Flow Experience Score
Flow experience will be assessed using an 8-item questionnaire based on the Flow Experience Scale developed by Pearce et al. The questionnaire assesses perceived control, involvement, enjoyment, immersion, interest, altered perception of time, curiosity, and understanding of the learning activity. Each item is rated from 1 to 5. Total scores range from 8 to 40, with higher scores indicating a greater level of flow experience. The change score will be calculated as the post-intervention score minus the baseline score.
Measured: From the baseline learning activity before the intervention to immediately after completion of all three simulation scenarios
Post-intervention Perceived Learning Objective Achievement Score
Perceived achievement of the learning objectives will be assessed using a researcher-developed 15-item questionnaire covering fever management (4 items), chest physiotherapy (6 items), and epilepsy care (5 items). Each item is rated from 1 to 5. Total scores range from 15 to 75, with higher scores indicating greater perceived achievement of the learning objectives.
Measured: Immediately after each corresponding simulation scenario
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted6 Aug 2026
- Study start23 Sep 2025
- Primary completion30 Sep 2026 (estimated)
- Study completion30 Sep 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Four intact classes were selected using convenience sampling. The classes were randomly assigned by lottery at the class level, with two classes assigned to the intervention group and two classes assigned to the control group. All participants within each class received the educational intervention assigned to that class.
- Masking
- None (open label)
- Enrolment
- 168 participants (actual)
Sponsor and investigators
- Lead sponsor
- Chang Gung University of Science and Technology
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Yang,Bao-Huan, Chang Gung University of Science and Technology
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07748897
- Sponsor's protocol ID
- 202402091B0
- Other IDs
- 202402091B0
- Status last verified
- Aug 2026
- First submitted
- 2 Aug 2026
- Last updated
- 6 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 6 Aug 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Exploring the Impact of Flipped Classroom Combined With Concept Mapping and AI Dialogue on Students' Flow Experience and Learning Outcomes in Simulation Scenarios: From Personal Traits to Learning Practices
- ClinicalTrials.gov ID
- NCT07748897
- Acronym / sponsor ID
- 202402091B0
- Conditions
- Nursing Education, Simulation-Based Learning
- Keywords
- Nursing Students, Simulation-Based Learning, Concept Mapping, Generative Artificial Intelligence, Flow Experience, Learning Outcomes, Critical Thinking, Self-Efficacy
- Study type
- Interventional
- Recruitment status
- Active, not recruiting
- Enrolment
- 168 participants (actual)
- Lead sponsor
- Chang Gung University of Science and TechnologyUniversity, hospital or other
- Study start
- 23 Sep 2025 (actual)
- Primary completion
- 30 Sep 2026 (estimated)
- Study completion
- 30 Sep 2026 (estimated)
- First posted
- 6 Aug 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.
This mixed-methods educational study evaluates the integration of concept mapping and artificial intelligence (AI)-supported dialogue into simulation-based learning for nursing students. The learning activities include structured pre-class preparation, concept mapping, AI-supported dialogue using ChatGPT, and participation in simulated clinical scenarios. The study examines students' flow experience, defined as a state of focused engagement, and their learning outcomes.
Quantitative assessments are used to examine critical thinking, self-efficacy, communication skills, and other learning outcomes specified in the study protocol. Interviews and observations are used to explore students' learning processes and experiences. The study also examines whether individual characteristics, including openness and self-efficacy, are associated with learning practices, flow experience, and learning outcomes.
Detailed description
Baseline Big Five personality traits will be assessed using the Chinese 15-item Big Five Inventory (BFI-15), including extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience. The five personality traits will be modeled as exogenous predictors of flow experience and learning-related outcomes in the structural equation model. Flow experience will also be examined as a potential mediator between personality traits and learning-related outcomes.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Four intact classes were selected using convenience sampling. The classes were randomly assigned by lottery at the class level, with two classes assigned to the intervention group and two classes assigned to the control group. All participants within each class received the educational intervention assigned to that class.
| Arm | Type | Receives |
|---|---|---|
| ChatGPT-Assisted Preparation Group | Experimental | Other: ChatGPT-Assisted Preparation for Pediatric Nursing SimulationClasses randomized to this arm will complete preclass preparation for pediatric nursing simulation. Students will watch instructional videos, prepare concept maps, engage in structured dialogue with ChatGPT, and upload their work before class. The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course. During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the comparator group. |
| Standard Preparation Group | Active comparator | Other: Standard Preparation for Pediatric Nursing SimulationClasses randomized to this arm will complete standard preclass preparation for pediatric nursing simulation. Students will watch the same instructional videos, prepare concept maps, and upload their work before class, but will not engage in structured dialogue with ChatGPT. The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course. During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the experimental group. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Nursing students enrolled in the participating pediatric nursing course and in one of the classes selected for the study.
- Aged 18 years or older.
- Able to read and communicate in Chinese.
- Willing to provide written informed consent and participate in the study activities and assessments.
Key exclusion criteria (2 listed)
- Previous participation in the pilot testing or development phase of the same instructional program.
- Students who are on leave of absence or are not expected to attend the scheduled learning activities during the study period.
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 |
|---|---|---|
| ChatGPT-Assisted Preparation for Pediatric Nursing SimulationStudents watch instructional videos, prepare concept maps, and engage in structured dialogue with ChatGPT before class. They then participate in high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion. The preparation activities are intended to improve learning readiness and support efficient participation in class. | Other | ChatGPT-Assisted Preparation Group |
| Standard Preparation for Pediatric Nursing SimulationStudents watch the same instructional videos and prepare concept maps before class but do not engage in structured dialogue with ChatGPT. They then participate in the same high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion as the experimental group. | Other | Standard Preparation Group |
Primary outcome
Change From Baseline in Pediatric Nursing Knowledge Test Score
Time frame: From baseline before the intervention to immediately after completion of all three simulation scenarios
Pediatric nursing knowledge will be assessed using a test covering fever management for an infant with febrile seizures, chest physiotherapy for a child with pneumonia, and nursing care for a child with epilepsy. Scores range from 0 to 100, with higher scores indicating greater pediatric nursing knowledge. The change score will be calculated as the post-intervention score minus the baseline score.
5 secondary outcomes
Change From Baseline in Critical Thinking Disposition Score
Time frame: From baseline before the intervention to immediately after completion of all three simulation scenarios
Change From Baseline in Self-reported Communication Competence Score
Time frame: From baseline before the intervention to immediately after completion of all three simulation scenarios
Change From Baseline in Learning Self-Efficacy Score
Time frame: From baseline before the intervention to immediately after completion of all three simulation scenarios
Change From Baseline in Flow Experience Score
Time frame: From the baseline learning activity before the intervention to immediately after completion of all three simulation scenarios
Post-intervention Perceived Learning Objective Achievement Score
Time frame: Immediately after each corresponding simulation scenario
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 6 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 ChatGPT-Assisted Preparation for Pediatric Nursing Simulation and Standard Preparation for Pediatric Nursing Simulation in people with Nursing Education and Simulation-Based Learning, run by Chang Gung University of Science and Technology at 1 site in Taiwan.
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 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: under way, not looking for participants, as of the sponsor's last update on 6 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 Taiwan. 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?
This study is still under way. Results are not available in the source record yet.
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?
Change From Baseline in Pediatric Nursing Knowledge Test Score (time frame: From baseline before the intervention to immediately after completion of all three simulation scenarios). 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 6 Aug 2026; AzTrials last refreshed its copy on 7 Nov 2026.