このページは自動翻訳されたものであり、翻訳の正確性は保証されていません。を参照してください。 英語版 ソーステキスト用。

Digital Game and Simulation in Midwifery Education

2026年5月3日 更新者：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.

調査の概要

状態

まだ募集していません

条件

介入・治療

詳細な説明

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.

研究の種類

介入

入学 (推定)

120

段階

  • 適用できない

連絡先と場所

このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。

研究連絡先

研究場所

参加基準

研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。

適格基準

就学可能な年齢

  • 大人

健康ボランティアの受け入れ

いいえ

説明

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).

研究計画

このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。

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：非ランダム化
  • 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
アクティブコンパレータ：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.
行動：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.
実験的：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.
行動：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.
実験的：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.
行動：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

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
CHANGES IN KNOWLEDGE LEVEL SCORE REGARDING PREECLAMPSIA AND ECLAMPSIA MANAGEMENT
時間枠：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
時間枠：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

協力者と研究者

ここでは、この調査に関係する人々や組織を見つけることができます。

スポンサー

Medipol University

出版物と役立つリンク

研究に関する情報を入力する責任者は、自発的にこれらの出版物を提供します。これらは、研究に関連するあらゆるものに関するものである可能性があります。

一般刊行物

研究記録日

これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。

主要日程の研究

研究開始 (推定)

2026年6月1日

一次修了 (推定)

2026年12月30日

研究の完了 (推定)

2027年1月30日

試験登録日

最初に提出

2026年3月26日

QC基準を満たした最初の提出物

2026年5月3日

最初の投稿 (実際)

2026年5月5日

学習記録の更新

投稿された最後の更新 (実際)

2026年5月5日

QC基準を満たした最後の更新が送信されました

2026年5月3日

最終確認日

2026年4月1日

詳しくは

本研究に関する用語

キーワード

追加の関連 MeSH 用語

その他の研究ID番号

  • E-10840098-202.3.02-1266

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?

いいえ

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

いいえ

米国FDA規制機器製品の研究

いいえ

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。

購読する