Digital Game and Simulation in Midwifery Education

May 3, 2026 updated by: Seçil Topaloglu Eti, Medipol University

The Effect Of Dıgıtal Game-Based Learnıng On Learnıng Motıvatıon And Attıtude In Preeclampsıa-Eclampsıa Educatıon In Mıdwıfery Students: Comparıson Wıth Sımulatıon And Tradıtıonal Educatıon

Preeclampsia and eclampsia are among the leading causes of maternal death and morbidity, and are obstetric emergencies that lead to serious complications during pregnancy. Preeclampsia affects 2-8% of pregnancies worldwide; approximately 46,000 maternal deaths and approximately 500,000 fetal or neonatal deaths occur annually due to preeclampsia. This situation highlights the importance of well-equipped midwifery care, especially in terms of early diagnosis, accurate assessment, emergency intervention, and effective management.

Traditional teaching methods alone are insufficient for midwifery students to develop clinical decision-making skills in life-threatening situations such as preeclampsia and eclampsia, and to translate theoretical knowledge into practice. Therefore, new teaching approaches that support active learning, interaction, and decision-making processes in education are needed.

In recent years, digital game-based learning has emerged as an innovative tool in health education with its potential to attract learners' attention, improve problem-solving skills, and increase their motivation. Especially for midwifery students, digital games facilitate experiential learning by providing a safe simulation environment in preparation for information overload and stressful clinical environments.

However, the use of digital games in teaching complex clinical processes such as preeclampsia and eclampsia management has been researched to a limited extent. Scientifically examining the effects of such innovative methods on students' learning motivation, attitude, and active participation in the learning process in midwifery education will fill an important gap in the literature. In this context, evaluating digital game-based learning in preeclampsia-eclampsia management education by comparing it with simulation training and traditional teaching will make a significant contribution to both the midwifery education literature and the knowledge base regarding the use of technology in health education.

Study Overview

Status

Not yet recruiting

Conditions

Intervention / Treatment

Detailed Description

Original Value of the Thesis This thesis is one of the first comprehensive experimental studies to examine the effect of a digital game-based learning approach on motivation and attitudes in preeclampsia-eclampsia management training for midwifery students.

The original value of the study is highlighted by the following points:

  • Originality of scope and subject:

    o The application of a digital game-based learning model based on preeclampsia-eclampsia management, one of the obstetric emergency issues in midwifery education, is a subject that has been studied in limited numbers in the literature.

  • Methodological innovation:

    • The comparative examination of three different teaching approaches (digital game, simulation, traditional education) in the research provides the opportunity to comprehensively evaluate the effects of different learning environments.
    • The experimental design, supported by both quantitative and qualitative data collection methods, will allow for in-depth analysis of the results.

  • Contribution to educational technologies:

    • The digital game, which will be developed specifically for preeclampsia-eclampsia management, is a unique product as an innovative teaching material that can be adapted to the midwifery curriculum. 4. Contribution to midwifery education:
    • The research results will provide a scientific basis for integrating technology-based approaches into the curriculum that can increase the active participation, motivation, and attitude towards learning of midwifery students.

Research Hypotheses H1: Midwifery students who received training with a digital game-based learning method have significantly higher learning motivation compared to simulation and traditional education groups.

H2: Students who received training with a digital game-based learning method have more positive attitudes towards learning compared to simulation and traditional education groups.

H3: Students who received simulation training have significantly higher learning motivation and attitudes compared to students who received traditional education.

H4: The digital game-based learning method increases students' participation, interest, and satisfaction levels in the learning process.

Research Objective The main objective of this research is to determine the effect of digital game-based learning methods on the learning motivation and attitudes towards learning of midwifery students in preeclampsia-eclampsia management training.

Within the scope of the research, the digital game-based learning method will be compared with simulation-based training and traditional teaching methods, and the effects of these three different teaching approaches on the learning processes of midwifery students will be evaluated comparatively.

This study aims to reveal the effectiveness of using digital game-based learning in teaching processes for obstetric emergencies in midwifery education, and to propose a learning model that will increase students' intrinsic motivation towards learning and support the development of positive attitudes.

It is aimed that the research results will contribute to the modernization of midwifery education, the dissemination of technology-based learning strategies, and the development of innovative methods in teaching obstetric emergencies.

Research Objectives The overall objective of this research is to compare the effects of digital game-based learning, simulation training, and traditional teaching methods on the learning motivation and attitudes towards learning of midwifery students.

In line with this general objective, the following specific objectives are planned to be achieved:

  • To evaluate the effect of digital game-based learning on the learning motivation of midwifery students in preeclampsia-eclampsia management training.
  • To determine the effect of simulation-based training on students' learning motivation and compare it with digital game-based learning.
  • To examine the effect of traditional teaching methods on students' learning motivation and highlight the differences between them and other methods.
  • To compare the effects of digital game-based learning, simulation, and traditional teaching methods on students' attitudes towards learning.
  • To qualitatively analyze the opinions, experiences, and feedback of students participating in the digital game-based learning process regarding the method and to reveal the strengths and areas for improvement of the method.
  • To develop recommendations regarding the applicability of digital game-based learning in preeclampsia-eclampsia management training and its integration into the midwifery curriculum based on the findings obtained. Expected Contributions of the Research

The results of this research are expected to:

  • Provide evidence-based information on the effect of digital game-based learning on learning motivation and attitudes in midwifery students,
  • Demonstrate the effectiveness of technology-based, student-centered teaching methods in teaching obstetric emergencies,
  • Create a model for the integration of digital game-based learning approaches into midwifery education programs,
  • Contribute to the joint evaluation of gamification and simulation in the field of health education.

Study Type

Interventional

Enrollment (Estimated)

120

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 Contact

Study Locations

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

  • Adult

Accepts Healthy Volunteers

No

Description

Inclusion Criteria:

  • Being an undergraduate midwifery student (4th year).
  • Giving written consent to the study.

Exclusion Criteria:

  • Having previously received advanced training or clinical assignment in preeclampsia/eclampsia management.
  • Regularly using a similar digital game developed on the subject.
  • Health or cognitive limitations that prevent continuation of the research process (according to the student's statement).

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: Health Services Research
  • Allocation: Non-Randomized
  • Interventional Model: Parallel Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Active Comparator: traditional education
In the traditional approach to preeclampsia management, standard face-to-face lectures, presentations, and guidebooks are used. This method is classically lecture-focused, with students in a passive listening position. Interaction is generally limited. This approach represents the most basic and traditional form of education.
Behavioral: TRADITIONAL TRAINING

This intervention comprises standard theoretical training on the management of preeclampsia and eclampsia. Training is conducted through face-to-face lectures, presentations (PowerPoint), and clinical practice guidebooks. Students passively receive information in this instructor-centered process, with limited interaction.

The training content covers the definition of preeclampsia and eclampsia, risk factors, clinical findings, diagnostic criteria, complications, and management steps. This intervention represents a standard control approach for comparison with other training methods used in the study.
Experimental: simulation training
In the simulation training component, preeclampsia management is simulated with clinical scenarios that closely resemble real life. Students have the opportunity to practice critical situations firsthand using simulation mannequins or virtual environments. This method reinforces practical skills, provides immediate feedback, and strengthens students' clinical decision-making abilities. Simulation ensures safe learning by providing experience in a controlled environment.
Behavioral: SIMULATION TRAINING

Preeclampsia and eclampsia management is simulated through highly realistic clinical scenarios. Students have the opportunity to actively intervene in clinical situations using simulation mannequins.

Simulation applications include patient assessment, diagnosis, appropriate intervention planning, and clinical decision-making processes. Participants take an active role during the application and experience scenario-based learning.

This method aims to develop practical skills, increase clinical decision-making competence, and reinforce learning in a controlled and safe environment.
Experimental: DIGITAL GAME-BASED EDUCATION
In the digital game-based education component, preeclampsia management is presented through a gamification approach. Students actively participate in the learning process through interactive scenarios, problem-solving, and tasks. This method encourages learning in a fun and motivating environment. Progress, feedback, and competition elements in the game increase student engagement and strengthen their learning motivation. This component offers a modern and technology-focused learning experience.
Behavioral: DIGITAL GAME-BASED EDUCATION

This intervention encompasses an educational program that presents content on the management of preeclampsia and eclampsia using a digital gamification approach. The training is conducted through a digital game platform developed by the researcher.

Participants actively engage in the learning process through interactive tasks, decision-making processes, and problem-solving activities based on clinical scenarios. The game content covers the definition of preeclampsia and eclampsia, risk factors, clinical findings, diagnostic criteria, and management steps.

The intervention utilizes:

a level-based structure that monitors participant progress, instant feedback mechanisms, and a task completion and achievement-based scoring system. These elements aim to increase learning motivation and support knowledge acquisition. This intervention represents an innovative and technology-based educational approach to be compared with other training methods used in the study

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
CHANGES IN KNOWLEDGE LEVEL SCORE REGARDING PREECLAMPSIA AND ECLAMPSIA MANAGEMENT
Time Frame: 6-8 weeks

Description:

The primary outcome measure of this study is the change in the knowledge level of midwifery students regarding the management of preeclampsia and eclampsia. Knowledge level will be assessed using the Preeclampsia and Eclampsia Management Knowledge Test developed by the researcher.

The test is scored on a scale of 0-100 points.

Higher scores indicate a higher knowledge level.

The knowledge test will be administered to all participants:

before the intervention (baseline), immediately after the intervention, and again 4 weeks after the intervention.

The analysis will evaluate the difference between the pre-test, post-test, and control test (4 weeks after the intervention) scores.
6-8 weeks
CHANGES IN ATTITUDE SCORES TOWARDS PREECLAMPSIA AND ECLAMPSIA MANAGEMENT
Time Frame: 6-8 weeks

Description:

One of the key outcome measures of this study is the change in midwifery students' professional attitudes towards the management of preeclampsia and eclampsia. The level of attitude will be assessed using the Attitude Scale Towards Preeclampsia and Eclampsia Management, developed by the researcher.

The scale is scored between 20 and 100 points.

Higher scores indicate a more positive professional attitude.

The scale will be administered to all participants:

before the intervention (baseline), immediately after the completion of the intervention, and 4 weeks after the completion of the intervention.

In the analysis, the difference between the pre-test, post-test, and control test (4 weeks after the completion of the intervention) scores will be evaluated.

Time Frame:

Before the intervention, immediately after the completion of the intervention (0 weeks), and 4 weeks after the completion of the intervention
6-8 weeks

Collaborators and Investigators

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

Sponsor

Medipol 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

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 (Estimated)

June 1, 2026

Primary Completion (Estimated)

December 30, 2026

Study Completion (Estimated)

January 30, 2027

Study Registration Dates

First Submitted

March 26, 2026

First Submitted That Met QC Criteria

May 3, 2026

First Posted (Actual)

May 5, 2026

Study Record Updates

Last Update Posted (Actual)

May 5, 2026

Last Update Submitted That Met QC Criteria

May 3, 2026

Last Verified

April 1, 2026

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • E-10840098-202.3.02-1266

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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