Digital Tools for Learning Diabetes: Combination of Animation and Gamification
COVID-19, a global epidemic that affects the world, has created significant changes in many areas, especially in the health system. One of the most affected areas is nursing education. The content of nursing education focuses on cognitive, psychomotor and affective areas. In order for nursing education to be successful, important initiatives should be provided in the education of these areas. However, difficulties were encountered in the distance education process.
This study was conducted to evaluate the delivery of diabetes education in nursing with animation and gamification.
調査の概要
状態
詳細な説明
This study was conducted with a randomized-controlled experimental design. This study was conducted between October and November 2020 in the Department of Nursing at the Faculty of Health Sciences in Turkey. The inclusion criteria were as follows: being 18 years old or over, studying in the second year, volunteering to take a diabetes course, not attending any course for diabetes before, have a remote access tool (internet connection, personel comuter eg.), not to be absent on the date when the data of the research will be collected. The second-year nursing students were selected for the study since participants have not taken diabetes nursing courses before.
In the randomization part of the study, the students were assigned to the experiment (n=35) and control (n=35) groups according to their number in the class list using the random numbers table.
Data were callacted with "Structured Student Identification Form", "Diabete Nursing Knowledge Test", "Instructional Materials Motivation Survey" and " Opinion Form on Diabetes Education Program supported by digital tools".
The Diabetes Nursing course is 2 hours per week fow 10 week. After students were assigned to groups with randomization, the application process of the research was explained to the students. The control group was taught with the traditional method and the experimental group was taught with learning activities based on animation and gamification.
Direct lecture, question-answer teaching methods were used through Microsoft Power Point presentation to the control group of Diabetes Nursing course. At the end of the lesson, "Diabete Nursing Knowledge Test" and "Instructional Materials Motivation Survey" were used in control group.
An animated video was watched at the beginning of each lesson in the experimental group. Later, lecture and question-answer teaching methods were used through Microsoft Power Point presentation. At the end of each lesson, Web 2.0 (Kahoot) application was used to reinforce students' knowledge.At the end of the lesson, "Diabete Nursing Knowledge Test", "Instructional Materials Motivation Survey" and " Opinion Form on Diabetes Education Program supported by digital tools"were used in intervention group.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Uskudar
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Istanbul、Uskudar、七面鳥
- University of Health Sciences
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参加基準
適格基準
就学可能な年齢
健康ボランティアの受け入れ
受講資格のある性別
説明
Inclusion Criteria:
- Over18 years old
- Being 2nd year student
- Volunteering to take a diabetes course
- Not attending any course for diabetes before
- Have a remote access tool (internet connection, personel comuter eg.)
- Not to be absent on the date when the data of the research will be collected.
Exclusion Criteria:
- Not being volunteer to participate in the study
- who have taken the course in previous years
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：ヘルスサービス研究
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
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他の：Traditional diabetes education
The subjects and activities were applied to the control group, who received traditional diabetes education, between 8:00 and 10:00 with the classical method, which lasted 2 hours, for 10 weeks.
The training was completed by the researcher with the verbal narration method.
"Diabetes Achievement Assessment Test" with question and answer method was administered to the students at the beginning and end of the application.
These questions were the same questions asked to the experimental group.
Interaction of groups with each other was limited.
Students were informed about this and their consent was taken.At the end of the course, students' opinions were taken through the form developed by the researchers.
Instructional Materials Motivation Survey (IMMS) was used to measure to student' motivation levels.
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Diabetes education will be given by the trainer for 10 weeks, 2 hours of presentation.
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実験的：Diabetes Education supported by digital tools
The subjects included in the course content were given between 10:00-12:00 with the animation supported method, which lasted for 2 hours.
The animations were created by the researchers to reflect all guidelines for diabetes.
The scenario of the animation video was prepared in line with the training content.
Storyboards in videos and animations were created with the collaboration of researchers and experts in their fields (software specialists, computer programmers).
The animation video was voiced in Turkish by a professional actor.
Animations are 2 minutes each and a total of 18 minutes long.
The 'Kahoot' application, a Web 2.0 tool, was used to apply Diabetes Achievement Evaluation Test.
At the end of the course, students' opinions were taken through the form developed by the researchers.
Instructional Materials Motivation Survey (IMMS) was used to measure to student' motivation levels.
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Diabetes education will be given for 10 weeks with 2-minute animations.
At the end of the course, learners' knowledge was measured with a knowledge test using the Kahoot app.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Diabetes Nursing Course Knowledge Test, 10. week (after the course finished)
時間枠：Through study completion, an average of 3 mounth
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This knowledge test, which is prepared by submitting to expert opinion, consists of 40 multiple-choice questions.
Each question is worth 2,5 points.
The higher the test score, the higher the level of knowledge.
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Through study completion, an average of 3 mounth
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Instructional Materials Motivation Survey (IMMS), 10. week (after the course finished)
時間枠：Through study completion, an average of 3 mounth
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The scale was prepared in a 5-point Likert type, 36 items.
The highest score that can be obtained from the entire scale is 165, and the lowest score is 33.
The increase in the score obtained from the scale is interpreted as an increase in the motivation towards the teaching material.
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Through study completion, an average of 3 mounth
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Opinion Form on Diabetes Education Program supported by digital tools, for only experimental group, 10. week (at the end of the course)
時間枠：Through study completion, an average of 3 mounth
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The form was prepared for the students in the experimental group to determine their views on education supported by animation and gamification.
IThe form consisted of 4 open-ended questions containing opinions and suggestions about teaching method and digital education materials.
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Through study completion, an average of 3 mounth
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協力者と研究者
捜査官
- スタディチェア：Ayşe Kabuk, Dr、Saglik Bilimleri Universitesi
出版物と役立つリンク
一般刊行物
- Liaw SY, Wong LF, Chan SW, Ho JT, Mordiffi SZ, Ang SB, Goh PS, Ang EN. Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial. J Med Internet Res. 2015 Jan 12;17(1):e5. doi: 10.2196/jmir.3853. Erratum In: J Med Internet Res. 2015 Mar 23;17(3):e75.
- Du S, Liu Z, Liu S, Yin H, Xu G, Zhang H, Wang A. Web-based distance learning for nurse education: a systematic review. Int Nurs Rev. 2013 Jun;60(2):167-77. doi: 10.1111/inr.12015. Epub 2013 Mar 25.
- Fayaz A, Mazahery A, Hosseinzadeh M, Yazdanpanah S. Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication. J Dent (Shiraz). 2015 Mar;16(1 Suppl):21-8.
- Koch J, Andrew S, Salamonson Y, Everett B, Davidson PM. Nursing students' perception of a Web-based intervention to support learning. Nurse Educ Today. 2010 Aug;30(6):584-90. doi: 10.1016/j.nedt.2009.12.005. Epub 2010 Jan 4.
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
キーワード
その他の研究ID番号
- University of Health Sciences
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
この情報は、Web サイト clinicaltrials.gov から変更なしで直接取得したものです。研究の詳細を変更、削除、または更新するリクエストがある場合は、register@clinicaltrials.gov。 までご連絡ください。 clinicaltrials.gov に変更が加えられるとすぐに、ウェブサイトでも自動的に更新されます。
Traditional educationの臨床試験
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University of SheffieldUniversity of Liverpool; University of Manchester; University of Melbourne積極的、募集していない