Diese Seite wurde automatisch übersetzt und die Genauigkeit der Übersetzung wird nicht garantiert. Bitte wende dich an die englische Version für einen Quelltext.

Digital Game and Simulation in Midwifery Education

3. Mai 2026 aktualisiert von: 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.

Studienübersicht

Status

Noch keine Rekrutierung

Bedingungen

Intervention / Behandlung

Detaillierte Beschreibung

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.

Studientyp

Interventionell

Einschreibung (Geschätzt)

120

Phase

  • Unzutreffend

Kontakte und Standorte

Dieser Abschnitt enthält die Kontaktdaten derjenigen, die die Studie durchführen, und Informationen darüber, wo diese Studie durchgeführt wird.

Studienkontakt

Studienorte

Teilnahmekriterien

Forscher suchen nach Personen, die einer bestimmten Beschreibung entsprechen, die als Auswahlkriterien bezeichnet werden. Einige Beispiele für diese Kriterien sind der allgemeine Gesundheitszustand einer Person oder frühere Behandlungen.

Zulassungskriterien

Studienberechtigtes Alter

  • Erwachsene

Akzeptiert gesunde Freiwillige

Nein

Beschreibung

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).

Studienplan

Dieser Abschnitt enthält Einzelheiten zum Studienplan, einschließlich des Studiendesigns und der Messung der Studieninhalte.

Wie ist die Studie aufgebaut?

Designdetails

  • Hauptzweck: Versorgungsforschung
  • Zuteilung: Nicht randomisiert
  • Interventionsmodell: Parallele Zuordnung
  • Maskierung: Keine (Offenes Etikett)

Waffen und Interventionen

Teilnehmergruppe / Arm
Intervention / Behandlung
Aktiver Komparator: 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.
Verhalten: 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.
Verhalten: 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.
Verhalten: 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

Was misst die Studie?

Primäre Ergebnismessungen

Ergebnis Maßnahme
Maßnahmenbeschreibung
Zeitfenster
CHANGES IN KNOWLEDGE LEVEL SCORE REGARDING PREECLAMPSIA AND ECLAMPSIA MANAGEMENT
Zeitfenster: 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
Zeitfenster: 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

Mitarbeiter und Ermittler

Hier finden Sie Personen und Organisationen, die an dieser Studie beteiligt sind.

Sponsor

Medipol University

Publikationen und hilfreiche Links

Die Bereitstellung dieser Publikationen erfolgt freiwillig durch die für die Eingabe von Informationen über die Studie verantwortliche Person. Diese können sich auf alles beziehen, was mit dem Studium zu tun hat.

Allgemeine Veröffentlichungen

Studienaufzeichnungsdaten

Diese Daten verfolgen den Fortschritt der Übermittlung von Studienaufzeichnungen und zusammenfassenden Ergebnissen an ClinicalTrials.gov. Studienaufzeichnungen und gemeldete Ergebnisse werden von der National Library of Medicine (NLM) überprüft, um sicherzustellen, dass sie bestimmten Qualitätskontrollstandards entsprechen, bevor sie auf der öffentlichen Website veröffentlicht werden.

Haupttermine studieren

Studienbeginn (Geschätzt)

1. Juni 2026

Primärer Abschluss (Geschätzt)

30. Dezember 2026

Studienabschluss (Geschätzt)

30. Januar 2027

Studienanmeldedaten

Zuerst eingereicht

26. März 2026

Zuerst eingereicht, das die QC-Kriterien erfüllt hat

3. Mai 2026

Zuerst gepostet (Tatsächlich)

5. Mai 2026

Studienaufzeichnungsaktualisierungen

Letztes Update gepostet (Tatsächlich)

5. Mai 2026

Letztes eingereichtes Update, das die QC-Kriterien erfüllt

3. Mai 2026

Zuletzt verifiziert

1. April 2026

Mehr Informationen

Begriffe im Zusammenhang mit dieser Studie

Schlüsselwörter

Zusätzliche relevante MeSH-Bedingungen

Andere Studien-ID-Nummern

  • E-10840098-202.3.02-1266

Plan für individuelle Teilnehmerdaten (IPD)

Planen Sie, individuelle Teilnehmerdaten (IPD) zu teilen?

NEIN

Arzneimittel- und Geräteinformationen, Studienunterlagen

Studiert ein von der US-amerikanischen FDA reguliertes Arzneimittelprodukt

Nein

Studiert ein von der US-amerikanischen FDA reguliertes Geräteprodukt

Nein

Diese Informationen wurden ohne Änderungen direkt von der Website clinicaltrials.gov abgerufen. Wenn Sie Ihre Studiendaten ändern, entfernen oder aktualisieren möchten, wenden Sie sich bitte an register@clinicaltrials.gov. Sobald eine Änderung auf clinicaltrials.gov implementiert wird, wird diese automatisch auch auf unserer Website aktualisiert .

Klinische Studien zur Gesunder Erwachsener

Klinische Studien zur TRADITIONAL TRAINING

Suchen Sie nach ähnlichen Studien

Sponsoren und Mitarbeiter

Krankheiten

Drogeninterventionen

CROs by country

CROs in Saudi Arabia

Bedingungen

Seltene Krankheiten

Drogeninterventionen

Nahrungsergänzungsmittel

Sponsor / Mitarbeiter

Standorte

Abonnieren