Gamification in Family Planning Education: Impact on University Students
The Effect of Family Planning Education Delivered With the Gamification Method on the Knowledge and Attitudes of University Students
Family planning education is an important component of sexual and reproductive health education for young people. Innovative educational approaches, including gamification, may support student engagement and learning in family planning education. This study examined changes in family planning knowledge and attitudes among first-year undergraduate midwifery students following participation in a gamified escape room-based family planning educational activity. The study used a single-group quasi-experimental pretest-posttest design with a two-month follow-up. Participants completed a Genially-based digital escape room consisting of three progressively challenging levels. Family planning knowledge was assessed at baseline and immediately after the educational activity, while family planning attitudes were assessed at baseline, immediately after the activity, and at the two-month follow-up.
Study Overview
Status
Conditions
Intervention / Treatment
Detailed Description
Location of the research: The study was conducted with first-year undergraduate midwifery students at Lokman Hekim University in Türkiye.
Study period and participants: The educational activity and immediate assessments were conducted in March 2024, and the follow-up assessment was conducted two months later, in May 2024. A total of 46 eligible first-year midwifery students who had not previously received formal family planning education were invited to participate. Eight students declined participation, and 38 students provided informed consent and constituted the final study sample.
Study design: The study used a single-group quasi-experimental pretest-posttest design with a two-month follow-up. Family planning knowledge was assessed at baseline and immediately after the educational activity. Family planning attitudes were assessed at baseline, immediately after the educational activity, and at the two-month follow-up.
Educational activity: Participants individually completed a Genially-based gamified digital escape room on family planning in a face-to-face classroom setting. The activity consisted of three progressively challenging levels and lasted approximately 20 minutes.
Study Type
Enrollment (Actual)
Phase
- Not Applicable
Contacts and Locations
Study Locations
-
-
Ankara
-
Ankara, Ankara, Turkey (Türkiye), 06300
- Lokman Hekim University
-
-
Participation Criteria
Eligibility Criteria
Ages Eligible for Study
- Child
- Adult
- Older Adult
Accepts Healthy Volunteers
Genders Eligible for Study
Description
Inclusion Criteria:
Being a first-year undergraduate midwifery student Not having received formal family planning education before the study Voluntarily agreeing to participate in the study Having access to a smartphone or tablet suitable for completing the digital educational activity
Exclusion Criteria:
Having previously received formal family planning education Declining to participate in the study
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Supportive Care
- Allocation: N/A
- Interventional Model: Single Group Assignment
- Masking: None (Open Label)
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
|---|---|
|
Experimental: Experimental: Gamified Escape Room-Based Family Planning Education
Participants received gamified family planning education through an individually completed, Genially-based digital escape room. The educational activity consisted of three progressively challenging levels covering family planning topics. |
Participants individually completed a Genially-based digital escape room on family planning using their own smartphones or tablets and headphones in a face-to-face classroom setting. The intervention consisted of three progressively challenging levels: Apprentice Planner, Journeyman Planner, and Master Planner. Activities included matching, true/false questions, and scenario-based tasks. Participants were required to answer correctly before progressing; incorrect responses prevented progression until the correct response was identified. Embedded clues were available within the digital environment. A digital badge was awarded after successful completion of each level, and participants received the "Master Planner" title after completing the final level. The activity lasted approximately 20 minutes. |
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Family planning attitudes
Time Frame: Baseline, immediately post-intervention, and two-month follow-up
|
Family planning attitudes were assessed using the Family Planning Attitude Scale (FPAS), a 34-item, 5-point Likert-type scale. Total scores range from 34 to 170, with higher scores indicating more positive attitudes toward family planning. The FPAS was administered at baseline, immediately after the gamified escape room-based educational activity, and at the two-month follow-up. |
Baseline, immediately post-intervention, and two-month follow-up
|
Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Family Planning Knowledge
Time Frame: Baseline and immediately post-intervention
|
Family planning knowledge was assessed using a researcher-developed three-item Family Planning Knowledge Form. The items assessed knowledge regarding incorrect condom use, emergency contraception, and contraceptive misconceptions. Items were scored dichotomously as correct or incorrect. For the multiple-response item, a response was considered correct only when all correct options and no incorrect options were selected. Knowledge was assessed at baseline and immediately after the educational activity. |
Baseline and immediately post-intervention
|
Collaborators and Investigators
Sponsor
Study record dates
Study Major Dates
Study Start (Actual)
Primary Completion (Actual)
Study Completion (Actual)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (Actual)
Study Record Updates
Last Update Posted (Actual)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Other Study ID Numbers
- gamifiedfamilyplanning
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
IPD Plan Description
The study was planned as a one-group pretest-posttest quasi-experimental study with the aim of evaluating the effect of gamification education on the knowledge and attitudes of university students.
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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