Effectiveness of Board Game on Improving Elementary School Students' Infection Control

May 2, 2024 updated by: HU, HUEY-LAN

Effectiveness of Board Game on Improving Knowledge, Attitudes and Behavioral Intentions of Infection Control for Senior Elementary School Students: a Randomized Controlled Trial

The goal of this clinical trial is to learn if board game can improve elementary school students' infection control intentions. The investigators use the theory of planned behavior (TPB), which includes three main factors: attitude, subjective norm, and perceived behavioral control. The main questions it aims to answer are:

  1. Exploring the factors influencing children's behavioral intentions of infection control through theory of planned behavior?
  2. The effectiveness of board game on improving children's knowledge and behavioral intentions of infection control?

Researchers will compare gamified instruction to conventional lesson lecture to see if the former has better results.

Students who participated in filled out the questionnaire three times, each time taking about 15 to 20 minutes: before the intervention, after the intervention, and after a one-month delay. The students' legal representatives filled out a basic demographic questionnaire before intervention, which took about 5 minutes.

After a one-month delay, two groups of students were asked to filled out the post-test questionnaire again. Then, students in the control group were invited to participate in a board game and asked which teaching method they preferred (gamified instruction or conventional lesson lecture).

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Study Type

Interventional

Enrollment (Actual)

310

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Taiwan
      • Taipei, Taiwan, 112
        • National Yang Ming University

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Child

Accepts Healthy Volunteers

Yes

Description

Inclusion Criteria:

  • Students in fifth to sixth grade of the elementary school (10 to 13 years old) and their legal representatives must fill in the informed consent form.

Exclusion Criteria:

  • N/A

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: Randomized
  • Interventional Model: Crossover Assignment
  • Masking: Single

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: gamified instruction
Other: gamified instruction
At the beginning, the speaker played the role of a laboratory rescue team, narrated the background story of the board game, and led the children into the game situation. Then, the speaker explained four types of pathogens, which the investigators defined them according to different types of transmission, including droplets, airborne, blood or body fluids, and fecal-oral. The speaker explained their characteristics and key points, representative diseases in real life, corresponding prevention methods and so on. The lecture lasted for 15 minutes, then the children were divided into different groups to play the board game for about 20 minutes. During the game, students were required to collect "Prevention Method Cards" made by the research team. Students must perform the correct behavior of infection control or answer questions related to the class content in order to obtain the card and win.
Other: conventional lesson lecture
Other: conventional lesson lecture
The lecture was about 35 minutes. At the beginning, the speaker explained the terms to children, including infectious diseases, symptoms and pathogens. Next, the speaker introduced the components of the infection chain and how to make infection control behaviors for different parts of it. Then the speaker focused on the four types of transmission, including droplets, airborne, blood or body fluids, and fecal-oral. The speaker illustrated their characteristics and key points, representative diseases in real life, and corresponding prevention methods. In the end, the speaker led the students to practice infection control behaviors, such as the seven correct steps of washing hands, the right steps for wearing and taking off masks, and exercises that can be done to increase immunity.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
intention to infection control behavior
Time Frame: baseline, the day receiving the intervention, a one-month delay after the intervention.
Theory of planned behavior guided questionnaire (S-CVI/UA=0.962, S-CVI/Ave=0.992) was developed to exam students' attitude, subjective norm, and perceived behavioral control toward infection control behavior over time (pre-intervention, post-intervention, and 4 weeks after intervention). A Likert 5-point scale was used in the TPB questionnaire, the higher the score, the higher the intention for infection control behavior.
baseline, the day receiving the intervention, a one-month delay after the intervention.
knowledge of infection control
Time Frame: baseline, the day receiving the intervention, a one-month delay after the intervention.
A self-developed knowledge questionnaire (S-CVI/UA=0.8, S-CVI/Ave=0.96) which has fifteen multiple choices questions was used to evaluate students' infection control knowledge over time (pre-intervention, post-intervention, and 4 weeks after intervention). The higher the score, the more positive the outcome.
baseline, the day receiving the intervention, a one-month delay after the intervention.

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

HU, HUEY-LAN

Collaborators

National Science and Technology Council

Investigators

  • Study Chair: HUEY-LAN HU, professor, National Yang Ming University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Helpful Links

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

November 1, 2023

Primary Completion (Actual)

March 30, 2024

Study Completion (Actual)

March 30, 2024

Study Registration Dates

First Submitted

April 6, 2024

First Submitted That Met QC Criteria

May 2, 2024

First Posted (Actual)

May 7, 2024

Study Record Updates

Last Update Posted (Actual)

May 7, 2024

Last Update Submitted That Met QC Criteria

May 2, 2024

Last Verified

May 1, 2024

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • NYCU112151AEF

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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