Effects of Kahoot-Based Learning on Anxiety, Stress Coping, and Motivation in Physiotherapy Students
Effects of Kahoot-Based Learning on Students' Anxiety, Stress Coping, and Motivation: A Comparative Study in Physiotherapy Education
Study Overview
Status
Status
Conditions
Conditions
Intervention / Treatment
Intervention / Treatment
Study Type
Study Type
Enrollment (Actual)
Enrollment
Phase
Phase
- Not Applicable
Contacts and Locations
Study Locations
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Istanbul, Turkey (Türkiye)
- Bezmialem Vakif University
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Participation Criteria
Eligibility Criteria
Eligibility Criteria
Ages Eligible for Study
- Adult
Accepts Healthy Volunteers
Description
Inclusion criteria:
- enrollment in the specified courses,
- voluntary participation,
- age ≥18 years,
- absence of neurological, psychiatric, or systemic disorders,
- proficiency in the Turkish language.
Exclusion criteria:
- included the inability to attend face-to-face classes or quiz sessions,
- any medical or personal condition preventing participation, or incomplete assessment data.
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Other
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: None (Open Label)
Number of Arms
Arms and Interventions
Participant Group / ArmParticipant Group / Arm |
Intervention / TreatmentIntervention / Treatment |
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Active Comparator: Control Group
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Participants completed quizzes using traditional paper-based methods at the end of each lesson during the 4-week intervention period.
Each session included 5-10 multiple-choice questions, and feedback was provided after completion of the quiz.
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Experimental: Kahoot Group
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Participants completed quizzes using the Kahoot!
platform at the end of each lesson during the 4-week intervention period.
Each session included 5-10 multiple-choice questions, and immediate feedback was provided following each response.
The intervention aimed to enhance engagement through interactive and gamified learning.
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What is the study measuring?
Primary Outcome Measures
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
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Test Anxiety (Test Anxiety Scale)
Time Frame: Baseline and after 4 weeks
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Test anxiety will be assessed using the 34-item Test Anxiety Scale developed by Bahçeci.
The scale assesses the cognitive, emotional, and physiological dimensions of test anxiety.
Each item is scored on a 5-point Likert scale ranging from 1 ("Never") to 5 ("Always"), yielding a total score between 34 and 170.
Higher scores indicate greater levels of test anxiety.
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Baseline and after 4 weeks
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Secondary Outcome Measures
Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
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Trait Anxiety Level (State-Trait Anxiety Inventory - STAI-Trait)
Time Frame: Baseline and after 4 weeks
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Trait anxiety will be assessed using the State-Trait Anxiety Inventory (STAI-Trait), a validated 20-item scale measuring general anxiety disposition.
Scores range from 20 to 80, with higher scores indicating greater anxiety.
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Baseline and after 4 weeks
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State Anxiety Level (State-Trait Anxiety Inventory - STAI-State)
Time Frame: Baseline and after 4 weeks
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State anxiety levels will be assessed using the State-Trait Anxiety Inventory (STAI-State), a validated 20-item self-report scale measuring situational anxiety.
Scores range from 20 to 80, with higher scores indicating greater anxiety.
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Baseline and after 4 weeks
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Learning Motivation (Instructional Materials Motivation Survey - IMMS)
Time Frame: At the post-test assessment (after 4 weeks)
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Learning motivation will be evaluated using the Instructional Materials Motivation Survey (IMMS), a 14-item validated instrument assessing motivation related to instructional materials.
Higher scores indicate greater motivation.
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At the post-test assessment (after 4 weeks)
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Coping with Stress Inventory (CSI)
Time Frame: Baseline and after 4 weeks
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Stress coping strategies were assessed using the 43-item Coping with Stress Inventory (CSI).
The inventory includes six coping dimensions: active planning, seeking external support, religious coping, emotional-behavioral disengagement, biochemical disengagement, and cognitive restructuring.
Although the inventory has a multidimensional structure, the total CSI score was used for statistical analyses to represent participants' overall use of coping strategies.
Higher total scores indicate more frequent use of coping strategies.
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Baseline and after 4 weeks
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Collaborators and Investigators
Sponsor
Sponsor
Study record dates
Study Major Dates
Study Start (Actual)
Study Start
Primary Completion (Actual)
Primary Completion
Study Completion (Actual)
Study Completion
Study Registration Dates
First Submitted
First Submitted
First Submitted That Met QC Criteria
First Submitted That Met QC Criteria
First Posted (Actual)
First Posted
Study Record Updates
Last Update Posted (Actual)
Last Update Posted
Last Update Submitted That Met QC Criteria
Last Update Submitted That Met QC Criteria
Last Verified
Last Verified
More Information
Terms related to this study
Additional Relevant MeSH Terms
Other Study ID Numbers
Other Study ID Numbers
- bvuedurgut02
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
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