Effects of Concept Mapping and AI Dialogue on Flow and Learning Outcomes in Simulation-Based Learning
2 août 2026 mis à jour par: 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.
Aperçu de l'étude
Statut
Actif, ne recrute pas
Les conditions
Description détaillée
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.
Type d'étude
Interventionnel
Inscription (Réel)
168
Phase
- N'est pas applicable
Contacts et emplacements
Cette section fournit les coordonnées de ceux qui mènent l'étude et des informations sur le lieu où cette étude est menée.
Lieux d'étude
-
-
Guishan
-
Taoyuan, Guishan, Taïwan, 333324
- Chang Gung University of Science and Technology
-
-
Critères de participation
Les chercheurs recherchent des personnes qui correspondent à une certaine description, appelée critères d'éligibilité. Certains exemples de ces critères sont l'état de santé général d'une personne ou des traitements antérieurs.
Critère d'éligibilité
Âges éligibles pour étudier
- Adulte
- Adulte plus âgé
Accepte les volontaires sains
Oui
La description
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 d'étude
Cette section fournit des détails sur le plan d'étude, y compris la façon dont l'étude est conçue et ce que l'étude mesure.
Comment l'étude est-elle conçue ?
Détails de conception
- Objectif principal: Autre
- Répartition: Randomisé
- Modèle interventionnel: Affectation parallèle
- Masquage: Aucun (étiquette ouverte)
Armes et Interventions
Groupe de participants / Bras |
Intervention / Traitement |
|---|---|
|
Expérimental: 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.
|
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.
|
|
Comparateur actif: 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.
|
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.
|
Que mesure l'étude ?
Principaux critères de jugement
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
|
Change From Baseline in Pediatric Nursing Knowledge Test Score
Délai: From baseline before the intervention to immediately after completion of all three simulation scenarios
|
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.
|
From baseline before the intervention to immediately after completion of all three simulation scenarios
|
Mesures de résultats secondaires
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
|
Change From Baseline in Critical Thinking Disposition Score
Délai: From baseline before the intervention to immediately after completion of all three simulation scenarios
|
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.
|
From baseline before the intervention to immediately after completion of all three simulation scenarios
|
|
Change From Baseline in Self-reported Communication Competence Score
Délai: From baseline before the intervention to immediately after completion of all three simulation scenarios
|
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.
|
From baseline before the intervention to immediately after completion of all three simulation scenarios
|
|
Change From Baseline in Learning Self-Efficacy Score
Délai: From baseline before the intervention to immediately after completion of all three simulation scenarios
|
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.
|
From baseline before the intervention to immediately after completion of all three simulation scenarios
|
|
Change From Baseline in Flow Experience Score
Délai: From the baseline learning activity before the intervention to immediately after completion of all three simulation scenarios
|
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.
|
From the baseline learning activity before the intervention to immediately after completion of all three simulation scenarios
|
|
Post-intervention Perceived Learning Objective Achievement Score
Délai: Immediately after each corresponding simulation scenario
|
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.
|
Immediately after each corresponding simulation scenario
|
Autres mesures de résultats
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
|
Students in the experimental group will be invited to participate in semi-structured interviews to explore their experiences with the ChatGPT-assisted learning approach.
Délai: Within 4 weeks after finalization of the course grades
|
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.
|
Within 4 weeks after finalization of the course grades
|
Collaborateurs et enquêteurs
C'est ici que vous trouverez les personnes et les organisations impliquées dans cette étude.
Dates d'enregistrement des études
Ces dates suivent la progression des dossiers d'étude et des soumissions de résultats sommaires à ClinicalTrials.gov. Les dossiers d'étude et les résultats rapportés sont examinés par la Bibliothèque nationale de médecine (NLM) pour s'assurer qu'ils répondent à des normes de contrôle de qualité spécifiques avant d'être publiés sur le site Web public.
Dates principales de l'étude
Début de l'étude (Réel)
23 septembre 2025
Achèvement primaire (Estimé)
30 septembre 2026
Achèvement de l'étude (Estimé)
30 septembre 2026
Dates d'inscription aux études
Première soumission
2 août 2026
Première soumission répondant aux critères de contrôle qualité
2 août 2026
Première publication (Réel)
6 août 2026
Mises à jour des dossiers d'étude
Dernière mise à jour publiée (Réel)
6 août 2026
Dernière mise à jour soumise répondant aux critères de contrôle qualité
2 août 2026
Dernière vérification
1 août 2026
Plus d'information
Termes liés à cette étude
Mots clés
Termes MeSH pertinents supplémentaires
Autres numéros d'identification d'étude
- 202402091B0 (Autre identifiant: Chang Gung Medical Foundation Institutional Review Board)
Plan pour les données individuelles des participants (IPD)
Prévoyez-vous de partager les données individuelles des participants (DPI) ?
NON
Informations sur les médicaments et les dispositifs, documents d'étude
Étudie un produit pharmaceutique réglementé par la FDA américaine
Non
Étudie un produit d'appareil réglementé par la FDA américaine
Non
Ces informations ont été extraites directement du site Web clinicaltrials.gov sans aucune modification. Si vous avez des demandes de modification, de suppression ou de mise à jour des détails de votre étude, veuillez contacter register@clinicaltrials.gov. Dès qu'un changement est mis en œuvre sur clinicaltrials.gov, il sera également mis à jour automatiquement sur notre site Web .