Kahoot!-Integrated Education for Stroke Patient Positioning (Kahoot-SPP)
Effects of Kahoot!-Integrated Instruction on Learning Motivation and Stroke Patient Positioning Skills Among Physical Therapy Interns: A Randomized Controlled Trial
This randomized controlled trial evaluated the effects of integrating the Kahoot! online interactive response system into instruction on stroke patient positioning among physical therapy interns. Participants were randomly assigned to an experimental group or a control group. Both groups received the same course content on correct positioning of patients with stroke. The experimental group received Kahoot!-integrated interactive instruction, whereas the control group received conventional lecture-based instruction only.
Learning motivation and clinical performance were assessed before and immediately after the course using the Attention, Relevance, Confidence, and Satisfaction (ARCS) Learning Motivation Scale and an objective structured clinical examination (OSCE) of stroke patient positioning. Participants in the experimental group also completed a satisfaction questionnaire regarding the Kahoot!-integrated instruction. Pre-course and post-course outcomes were analyzed to compare changes between the two groups.
Keywords: Kahoot!; online interactive response system; stroke patient positioning; learning motivation; clinical performance; physical therapy interns
Study Overview
Status
Conditions
Detailed Description
I. Content
1. Research Motive and Purpose The Interactive Response System (IRS) is a technology-enhanced instructional tool that allows students to provide real-time feedback to instructors through electronic devices such as smartphones, tablets, or personal digital assistants (PDAs), thereby improving the quality of classroom instruction. Previous studies have demonstrated that IRS is one of the key tools that significantly enhances student engagement and learning motivation.Detailed Description
Interactive response systems provide real-time questions and feedback during classroom instruction and may increase students' attention, participation, and understanding of course content. Kahoot! is a game-based interactive response platform that allows learners to answer questions using mobile devices and receive immediate feedback. Its use may transform conventional instructor-centered teaching into a more interactive learning experience.
Learning motivation is an important factor in clinical skills education. The Attention, Relevance, Confidence, and Satisfaction (ARCS) model describes four dimensions of learning motivation that may influence students' engagement and learning outcomes. This study evaluated whether integrating Kahoot! into clinical skills instruction improved learning motivation and stroke patient-positioning performance among physical therapy interns.
This study used a randomized, two-arm educational intervention design. Approximately 60 physical therapy interns at a medical center in southern Taiwan were randomly assigned in a 1:1 ratio to an experimental group or an active comparator group.
Both groups received instruction covering the same learning objectives and course content related to correct bed positioning of patients with stroke and caregiver education. The experimental group received conventional classroom teaching followed by a Kahoot!-based interactive activity involving quiz questions and immediate feedback. The active comparator group received conventional lecture-based instruction without Kahoot!-based activities.
Participants in both groups completed assessments at baseline and immediately after the course. Clinical performance was evaluated using a single-station objective structured clinical examination (OSCE) of stroke patient positioning. Performance was scored using a standardized checklist, with higher scores indicating better clinical performance.
Learning motivation was evaluated using the 24-item ARCS Learning Motivation Scale. The scale contains four six-item subscales: Attention, Relevance, Confidence, and Satisfaction. Items were rated on a five-point Likert scale, with higher scores indicating greater learning motivation.
Participants in the experimental group also completed a 14-item satisfaction questionnaire concerning the Kahoot!-integrated instruction. Items were rated on a five-point Likert scale ranging from 1, "strongly disagree," to 5, "strongly agree," with higher scores indicating greater satisfaction. Open-ended questions collected feedback about participants' learning experiences, perceived benefits, suggestions, and areas for improvement.
Changes in OSCE performance and ARCS learning-motivation scores from baseline to the immediate post-course assessment were compared between the two groups.
Study Type
Enrollment (Actual)
Phase
- Not Applicable
Contacts and Locations
Study Locations
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Kaohsiung City, Taiwan, 813414
- Kaohsiung Veterans General Hospital
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Participation Criteria
Eligibility Criteria
Ages Eligible for Study
Accepts Healthy Volunteers
Genders Eligible for Study
Description
Inclusion Criteria:
Physical therapy interns participating in the designated clinical skills training course Aged 18 years or older Scheduled to attend instructional sessions on stroke patient positioning Able to complete the OSCE assessments and self-administered questionnaires Provided informed consent to participate in the study
Exclusion Criteria:
Previous structured training in stroke patient positioning that could influence the learning outcomes Unable to attend or participate in the required instructional sessions Unable to complete the required pre-intervention and post-intervention assessments
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Other
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: Single
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
|---|---|
|
Experimental: Arm Title 1: Experimental Group: Kahoot!-Integrated Instruction
Experimental Group: Participants received traditional classroom teaching followed by Kahoot!-integrated interactive instruction. Control Group: Participants received conventional lecture-based instruction without Kahoot!-integrated activities |
Participants received conventional classroom instruction on patient positioning, followed by a Kahoot!-based interactive learning activity. The activity included quiz questions, immediate feedback, and score-based engagement to reinforce the instructional content. |
|
Active Comparator: Arm Title 2: Control Group: Convent
Control Group: Participants received conventional lecture-based instruction without Kahoot!-integrated activities. |
conventional lecture-based instruction without Kahoot!-integrated activities |
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Change in Objective Structured Clinical Examination (OSCE) Score for Patient Positioning Performance
Time Frame: Baseline and immediately after completion of the course on Day 1
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Participants in both groups completed an OSCE before and immediately after the course. Patient-positioning performance was evaluated using a standardized checklist. Total scores ranged from 0 to 100, with higher scores indicating better performance. The change from the pre-course to the post-course OSCE score was compared between the two groups. |
Baseline and immediately after completion of the course on Day 1
|
Collaborators and Investigators
Investigators
- Study Chair: wan-yun huang, phd, Kaohsiung Veterans General Hospital.
Publications and helpful links
General Publications
- Cortes-Perez I, Zagalaz-Anula N, Lopez-Ruiz MDC, Diaz-Fernandez A, Obrero-Gaitan E, Osuna-Perez MC. Study Based on Gamification of Tests through Kahoot! and Reward Game Cards as an Innovative Tool in Physiotherapy Students: A Preliminary Study. Healthcare (Basel). 2023 Feb 15;11(4):578. doi: 10.3390/healthcare11040578.
- Sandoval-Hernandez I, Molina-Torres G, Leon-Morillas F, Ropero-Padilla C, Gonzalez-Sanchez M, Martinez-Cal J. Analysis of different gamification-based teaching resources for physiotherapy students: a comparative study. BMC Med Educ. 2023 Sep 18;23(1):675. doi: 10.1186/s12909-023-04576-8.
- • Wang, A. I. (2020). The use of Kahoot! in education: A review of empirical research. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
- • Kalleny, N. K. (2020). Enhancement of active learning and engagement in histology course for medical students using Kahoot!. Journal of Microscopy and Ultrastructure, 8(3), 139-144. https://pmc.ncbi.nlm.nih.gov/articles/PMC7883495/
- Huang WD, Loid V, Sung JS. Reflecting on gamified learning in medical education: a systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012-2022. BMC Med Educ. 2024 Jan 3;24(1):20. doi: 10.1186/s12909-023-04955-1.
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
- KSVGH22-CT10-27
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
IPD Plan Description
all collected IPD, all IPD that underlie results in a publication
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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