Effects of Concept Mapping and AI Dialogue on Flow and Learning Outcomes in Simulation-Based Learning
2 de agosto de 2026 actualizado por: Yang,Bao-Huan, Chang Gung University of Science and Technology
Exploring the Impact of Flipped Classroom Combined With Concept Mapping and AI Dialogue on Students' Flow Experience and Learning Outcomes in Simulation Scenarios: From Personal Traits to Learning Practices
This mixed-methods educational study evaluates the integration of concept mapping and artificial intelligence (AI)-supported dialogue into simulation-based learning for nursing students. The learning activities include structured pre-class preparation, concept mapping, AI-supported dialogue using ChatGPT, and participation in simulated clinical scenarios. The study examines students' flow experience, defined as a state of focused engagement, and their learning outcomes.
Quantitative assessments are used to examine critical thinking, self-efficacy, communication skills, and other learning outcomes specified in the study protocol. Interviews and observations are used to explore students' learning processes and experiences. The study also examines whether individual characteristics, including openness and self-efficacy, are associated with learning practices, flow experience, and learning outcomes.
Descripción general del estudio
Estado
Activo, no reclutando
Condiciones
Descripción detallada
Baseline Big Five personality traits will be assessed using the Chinese 15-item Big Five Inventory (BFI-15), including extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience.
The five personality traits will be modeled as exogenous predictors of flow experience and learning-related outcomes in the structural equation model.
Flow experience will also be examined as a potential mediator between personality traits and learning-related outcomes.
Tipo de estudio
Intervencionista
Inscripción (Actual)
168
Fase
- No aplica
Contactos y Ubicaciones
Esta sección proporciona los datos de contacto de quienes realizan el estudio e información sobre dónde se lleva a cabo este estudio.
Ubicaciones de estudio
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Guishan
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Taoyuan, Guishan, Taiwán, 333324
- Chang Gung University of Science and Technology
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Criterios de participación
Los investigadores buscan personas que se ajusten a una determinada descripción, denominada criterio de elegibilidad. Algunos ejemplos de estos criterios son el estado de salud general de una persona o tratamientos previos.
Criterio de elegibilidad
Edades elegibles para estudiar
- Adulto
- Adulto Mayor
Acepta Voluntarios Saludables
Sí
Descripción
Inclusion Criteria:
- Nursing students enrolled in the participating pediatric nursing course and in one of the classes selected for the study.
- Aged 18 years or older.
- Able to read and communicate in Chinese.
- Willing to provide written informed consent and participate in the study activities and assessments.
Exclusion Criteria:
- Previous participation in the pilot testing or development phase of the same instructional program.
- Students who are on leave of absence or are not expected to attend the scheduled learning activities during the study period.
Plan de estudios
Esta sección proporciona detalles del plan de estudio, incluido cómo está diseñado el estudio y qué mide el estudio.
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Otro
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Ninguno (etiqueta abierta)
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
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Experimental: ChatGPT-Assisted Preparation Group
Classes randomized to this arm will complete preclass preparation for pediatric nursing simulation.
Students will watch instructional videos, prepare concept maps, engage in structured dialogue with ChatGPT, and upload their work before class.
The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course.
During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the comparator group.
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Students watch instructional videos, prepare concept maps, and engage in structured dialogue with ChatGPT before class.
They then participate in high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion.
The preparation activities are intended to improve learning readiness and support efficient participation in class.
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Comparador activo: Standard Preparation Group
Classes randomized to this arm will complete standard preclass preparation for pediatric nursing simulation.
Students will watch the same instructional videos, prepare concept maps, and upload their work before class, but will not engage in structured dialogue with ChatGPT.
The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course.
During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the experimental group.
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Students watch the same instructional videos and prepare concept maps before class but do not engage in structured dialogue with ChatGPT.
They then participate in the same high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion as the experimental group.
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¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Change From Baseline in Pediatric Nursing Knowledge Test Score
Periodo de tiempo: From baseline before the intervention to immediately after completion of all three simulation scenarios
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Pediatric nursing knowledge will be assessed using a test covering fever management for an infant with febrile seizures, chest physiotherapy for a child with pneumonia, and nursing care for a child with epilepsy.
Scores range from 0 to 100, with higher scores indicating greater pediatric nursing knowledge.
The change score will be calculated as the post-intervention score minus the baseline score.
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From baseline before the intervention to immediately after completion of all three simulation scenarios
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Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Change From Baseline in Critical Thinking Disposition Score
Periodo de tiempo: From baseline before the intervention to immediately after completion of all three simulation scenarios
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Critical thinking disposition will be assessed using a 6-item questionnaire adapted by Lin et al. from Chai et al.
Each item is rated from 1 to 5. Total scores range from 6 to 30, with higher scores indicating a greater tendency to evaluate information, consider different perspectives, and use logical and analytical thinking.
The change score will be calculated as the post-intervention score minus the baseline score.
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From baseline before the intervention to immediately after completion of all three simulation scenarios
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Change From Baseline in Self-reported Communication Competence Score
Periodo de tiempo: From baseline before the intervention to immediately after completion of all three simulation scenarios
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Self-reported communication competence will be assessed using the 8-item Communication Competence Scale developed by Li (2013) for nursing students.
The scale assesses communication with patients and family members, including initiating communication, establishing therapeutic relationships, using verbal and nonverbal communication, identifying key information, active listening, recognizing emotions, providing health guidance, and organizing communication content.
Each item is rated from 1 to 5. Total scores range from 8 to 40, with higher scores indicating greater self-reported communication competence.
The change score will be calculated as the post-intervention score minus the baseline score.
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From baseline before the intervention to immediately after completion of all three simulation scenarios
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Change From Baseline in Learning Self-Efficacy Score
Periodo de tiempo: From baseline before the intervention to immediately after completion of all three simulation scenarios
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Learning self-efficacy will be assessed using the 8-item self-efficacy subscale of the Motivated Strategies for Learning Questionnaire.
Each item is rated from 1 to 5. Total scores range from 8 to 40, with higher scores indicating greater confidence in successfully completing the learning tasks.
The change score will be calculated as the post-intervention score minus the baseline score.
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From baseline before the intervention to immediately after completion of all three simulation scenarios
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Change From Baseline in Flow Experience Score
Periodo de tiempo: From the baseline learning activity before the intervention to immediately after completion of all three simulation scenarios
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Flow experience will be assessed using an 8-item questionnaire based on the Flow Experience Scale developed by Pearce et al.
The questionnaire assesses perceived control, involvement, enjoyment, immersion, interest, altered perception of time, curiosity, and understanding of the learning activity.
Each item is rated from 1 to 5. Total scores range from 8 to 40, with higher scores indicating a greater level of flow experience.
The change score will be calculated as the post-intervention score minus the baseline score.
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From the baseline learning activity before the intervention to immediately after completion of all three simulation scenarios
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Post-intervention Perceived Learning Objective Achievement Score
Periodo de tiempo: Immediately after each corresponding simulation scenario
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Perceived achievement of the learning objectives will be assessed using a researcher-developed 15-item questionnaire covering fever management (4 items), chest physiotherapy (6 items), and epilepsy care (5 items).
Each item is rated from 1 to 5. Total scores range from 15 to 75, with higher scores indicating greater perceived achievement of the learning objectives.
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Immediately after each corresponding simulation scenario
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Otras medidas de resultado
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Students in the experimental group will be invited to participate in semi-structured interviews to explore their experiences with the ChatGPT-assisted learning approach.
Periodo de tiempo: Within 4 weeks after finalization of the course grades
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Students' experiences with the learning approach will be explored through semi-structured interviews.
The interviews will examine perceived differences from previous learning methods, advantages, learning gains, areas requiring improvement, willingness to use the approach again, and willingness to recommend the approach to students and instructors.
Interview recordings will be transcribed and analyzed using thematic analysis.
Findings will be reported as themes and subthemes describing students' learning experiences.
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Within 4 weeks after finalization of the course grades
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Colaboradores e Investigadores
Aquí es donde encontrará personas y organizaciones involucradas en este estudio.
Patrocinador
Fechas de registro del estudio
Estas fechas rastrean el progreso del registro del estudio y los envíos de resultados resumidos a ClinicalTrials.gov. Los registros del estudio y los resultados informados son revisados por la Biblioteca Nacional de Medicina (NLM) para asegurarse de que cumplan con los estándares de control de calidad específicos antes de publicarlos en el sitio web público.
Fechas importantes del estudio
Inicio del estudio (Actual)
23 de septiembre de 2025
Finalización primaria (Estimado)
30 de septiembre de 2026
Finalización del estudio (Estimado)
30 de septiembre de 2026
Fechas de registro del estudio
Enviado por primera vez
2 de agosto de 2026
Primero enviado que cumplió con los criterios de control de calidad
2 de agosto de 2026
Publicado por primera vez (Actual)
6 de agosto de 2026
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
6 de agosto de 2026
Última actualización enviada que cumplió con los criterios de control de calidad
2 de agosto de 2026
Última verificación
1 de agosto de 2026
Más información
Términos relacionados con este estudio
Palabras clave
Términos MeSH relevantes adicionales
Otros números de identificación del estudio
- 202402091B0 (Otro identificador: Chang Gung Medical Foundation Institutional Review Board)
Plan de datos de participantes individuales (IPD)
¿Planea compartir datos de participantes individuales (IPD)?
NO
Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
No
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
No
Esta información se obtuvo directamente del sitio web clinicaltrials.gov sin cambios. Si tiene alguna solicitud para cambiar, eliminar o actualizar los detalles de su estudio, comuníquese con register@clinicaltrials.gov. Tan pronto como se implemente un cambio en clinicaltrials.gov, también se actualizará automáticamente en nuestro sitio web. .