Effects of Concept Mapping and AI Dialogue on Flow and Learning Outcomes in Simulation-Based Learning
2026년 8월 2일 업데이트: 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.
연구 개요
상태
모집하지 않고 적극적으로
상세 설명
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.
연구 유형
중재적
등록 (실제)
168
단계
- 해당 없음
연락처 및 위치
이 섹션에서는 연구를 수행하는 사람들의 연락처 정보와 이 연구가 수행되는 장소에 대한 정보를 제공합니다.
연구 장소
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Guishan
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Taoyuan, Guishan, 대만, 333324
- Chang Gung University of Science and Technology
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참여기준
연구원은 적격성 기준이라는 특정 설명에 맞는 사람을 찾습니다. 이러한 기준의 몇 가지 예는 개인의 일반적인 건강 상태 또는 이전 치료입니다.
자격 기준
공부할 수 있는 나이
- 성인
- 고령자
건강한 자원 봉사자를 받아들입니다
예
설명
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.
공부 계획
이 섹션에서는 연구 설계 방법과 연구가 측정하는 내용을 포함하여 연구 계획에 대한 세부 정보를 제공합니다.
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 다른
- 할당: 무작위
- 중재 모델: 병렬 할당
- 마스킹: 없음(오픈 라벨)
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
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실험적: 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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활성 비교기: 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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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Change From Baseline in Pediatric Nursing Knowledge Test Score
기간: 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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2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
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Change From Baseline in Critical Thinking Disposition Score
기간: 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
기간: 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
기간: 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
기간: 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
기간: 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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기타 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
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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.
기간: 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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공동 작업자 및 조사자
여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.
연구 기록 날짜
이 날짜는 ClinicalTrials.gov에 대한 연구 기록 및 요약 결과 제출의 진행 상황을 추적합니다. 연구 기록 및 보고된 결과는 공개 웹사이트에 게시되기 전에 특정 품질 관리 기준을 충족하는지 확인하기 위해 국립 의학 도서관(NLM)에서 검토합니다.
연구 주요 날짜
연구 시작 (실제)
2025년 9월 23일
기본 완료 (추정된)
2026년 9월 30일
연구 완료 (추정된)
2026년 9월 30일
연구 등록 날짜
최초 제출
2026년 8월 2일
QC 기준을 충족하는 최초 제출
2026년 8월 2일
처음 게시됨 (실제)
2026년 8월 6일
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
2026년 8월 6일
QC 기준을 충족하는 마지막 업데이트 제출
2026년 8월 2일
마지막으로 확인됨
2026년 8월 1일
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
- 202402091B0 (기타 식별자: Chang Gung Medical Foundation Institutional Review Board)
개별 참가자 데이터(IPD) 계획
개별 참가자 데이터(IPD)를 공유할 계획입니까?
아니요
약물 및 장치 정보, 연구 문서
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아니
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아니
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