Effects of Concurrent Irrelevant Visual Stimuli on Learning Outcomes in Midwifery Education
Split Attention in Midwifery Education: Effects of Concurrent Irrelevant Visual Stimuli - A Randomised Controlled Trial
This randomized controlled trial was designed to evaluate the effects of concurrent instructionally irrelevant visual stimuli on learning-related outcomes among third-year midwifery students. Participants were assigned to either a split-screen educational condition or a standard instructional condition. Both groups received the same 45-minute theoretical session on delivery-room management of the newborn. The intervention group was exposed to an unrelated soap-cutting video displayed concurrently with the educational presentation, whereas the control group received standard PowerPoint-supported instruction. The primary outcome was attitude toward learning. Secondary outcomes included theoretical knowledge, state anxiety, academic motivation, and satisfaction with the teaching method. Outcomes were assessed immediately after the educational session.
調査の概要
状態
詳細な説明
The study used a two-arm, parallel-group, post-test-only randomized controlled design.
Eligible third-year midwifery students who had not previously completed the Newborn and Child Health course were randomly allocated to intervention and control groups using a computer-generated sequence prepared through Randomizer.org.
The educational session addressed physiological transition from fetal to neonatal life, prenatal and delivery-room preparation, thermal management, rapid neonatal assessment, umbilical-cord management, initial newborn care, and early skin-to-skin contact.
Both groups received standardized theoretical instruction delivered by the same instructor using identical educational materials and session duration.
In the intervention group, an instructionally irrelevant soap-cutting video was presented in the lower portion of the screen while the lecture slides remained visible above it. The control group received conventional PowerPoint-supported instruction without additional visual stimulation.
The educational intervention lasted 45 minutes. Outcome measures were administered immediately after the session.
The study was designed to investigate whether concurrent irrelevant visual stimulation influenced students' attitudes toward learning and related educational outcomes.
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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Çanakkale、トルコ（Türkiye）
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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:
Third-year midwifery students. Students who had not previously completed the Newborn and Child Health course. Willingness to participate and provision of written informed consent. Ability to attend the entire educational session.
Exclusion Criteria:
Previous completion of the Newborn and Child Health course. Severe visual or hearing impairment preventing participation in the audiovisual educational session.
Inability to attend the complete teaching session.
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：他の
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
|
実験的：Arm 1 - Experimental: Split-Screen Instruction
Participants received a 45-minute PowerPoint-supported educational session on delivery-room management of the newborn while an unrelated soap-cutting video was displayed concurrently beneath the presentation slides. |
A standardized 45-minute theoretical educational session accompanied by a concurrent, instructionally irrelevant soap-cutting video displayed beneath the lecture slides. |
|
他の：Arm 2 - Active Comparator: Standard Instruction
Participants received the same 45-minute PowerPoint-supported educational session without any additional irrelevant visual stimulus. |
Participants received a standardized 45-minute theoretical educational session on delivery-room management of the newborn using PowerPoint presentations without additional irrelevant visual stimuli. |
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 |
|---|---|---|
|
Attitude Toward Learning Scale (ATLS) Score
時間枠：Immediately after completion of the 45-minute educational session.
|
Attitude toward learning was assessed using the 40-item Attitude Toward Learning Scale. Items are rated using a five-point Likert response format. Higher total scores indicate more positive attitudes toward learning. |
Immediately after completion of the 45-minute educational session.
|
二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Theoretical Knowledge Score
時間枠：Immediately after the educational session.
|
Theoretical knowledge regarding delivery-room management of the newborn was assessed using a researcher-developed 10-item multiple-choice test. Total scores range from 0 to 10, with higher scores indicating greater knowledge. |
Immediately after the educational session.
|
|
State Anxiety Score
時間枠：Immediately after the educational session.
|
State anxiety was assessed using the 20-item State Anxiety subscale of the State-Trait Anxiety Inventory. Total scores range from 20 to 80, with higher scores indicating greater state anxiety. |
Immediately after the educational session.
|
協力者と研究者
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
その他の研究ID番号
- 123456
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
De-identified individual participant data underlying the published results, including demographic characteristics, study group allocation, attitude toward learning, theoretical knowledge, state anxiety, academic motivation, and satisfaction scores, will be available from the corresponding author upon reasonable request, subject to ethical and institutional requirements.
IPD 共有時間枠
De-identified individual participant data will be available beginning six months after publication of the study results and will remain available for five years.
IPD 共有アクセス基準
De-identified data will be available to qualified researchers upon reasonable request to the corresponding author. Requests will be evaluated based on scientific purpose, ethical considerations, and data confidentiality requirements.
IPD 共有サポート情報タイプ
- SAP
- ICF
- ANALYTIC_CODE
- CSR
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。