Gamification Versus E-Learning for Electrocardiogram Education
Comparing the Effectiveness of Gamification Educational Method and E-learning Educational Method
Studieöversikt
Status
Betingelser
Intervention / Behandling
Detaljerad beskrivning
Electrocardiogram (ECG) interpretation is an essential competency for nursing students and novice nurses. Traditional educational approaches, including lecture-based and self-directed e-learning methods, may not fully engage learners or promote active participation. Gamification has emerged as an innovative educational strategy that incorporates game elements into learning activities to enhance motivation, engagement, and knowledge acquisition.
This randomized controlled study was conducted to compare the effectiveness of a gamification educational method with a conventional e-learning educational method for ECG education. Participants were assigned to either a gamification group or an e-learning group. The gamification intervention incorporated interactive learning activities designed to facilitate active participation and reinforce ECG learning concepts, whereas the comparison group received self-directed e-learning instruction.
The study was designed to evaluate whether gamification could improve learning outcomes and provide evidence for the application of innovative educational strategies in nursing education and clinical training programs.
Studietyp
Inskrivning (Faktisk)
Fas
- Inte tillämpbar
Kontakter och platser
Studieorter
-
-
Taiwan
-
Tainan, Taiwan, Taiwan, 709
- Tainan Municipal An-Nan Hospital, China Medical University
-
-
Deltagandekriterier
Urvalskriterier
Åldrar som är berättigade till studier
- Vuxen
- Äldre vuxen
Tar emot friska volontärer
Beskrivning
Inclusion Criteria:
- Nursing students who completed medical-surgical nursing coursework
- Newly graduated nurses undergoing clinical orientation
- Able to understand study procedures
- Willing to provide informed consent
Exclusion Criteria:
- Previous participation in the study
- Failure to complete study questionnaires
- Declined participation
Studieplan
Hur är studien utformad?
Designdetaljer
- Primärt syfte: Övrig
- Tilldelning: Randomiserad
- Interventionsmodell: Parallellt uppdrag
- Maskning: Ingen (Open Label)
Vapen och interventioner
Deltagargrupp / Arm |
Intervention / Behandling |
|---|---|
|
Experimentell: Gamified ECG Education
Participants received electrocardiogram education through a gamification educational method that incorporated game-based learning activities designed to enhance learner engagement and participation.
|
Participants received electrocardiogram education through a self-directed e-learning educational method using online educational materials and instructional content.
|
|
Aktiv komparator: E-learning ECG Education
Participants received electrocardiogram education through a self-directed e-learning educational method using online instructional materials.
|
Participants received electrocardiogram education through a self-directed e-learning educational method using online educational materials and instructional content.
|
Vad mäter studien?
Primära resultatmått
Resultatmått |
Åtgärdsbeskrivning |
Tidsram |
|---|---|---|
|
Electrocardiogram Knowledge Questionnaire Score
Tidsram: Immediately before and immediately after the intervention
|
Measured using a 20-item electrocardiogram knowledge questionnaire.
Scores range from 0 to 20, with higher scores indicating greater ECG knowledge.
|
Immediately before and immediately after the intervention
|
Sekundära resultatmått
Resultatmått |
Åtgärdsbeskrivning |
Tidsram |
|---|---|---|
|
Learning Confidence Scale Score
Tidsram: Baseline and immediately after completion of the educational intervention
|
The Learning Confidence Score Scale consists of 5 questions, designed to measure a participant's confidence in interpreting ECGs and applying them clinically after completing an ECG course.
A 0-100mm line is divided into 100 divisions, marked with a scale from 1 to 100, where 0 represents no confidence and 100 represents full confidence.
The test subject quantifies their self-perceived visual score from 0 to 100.
|
Baseline and immediately after completion of the educational intervention
|
|
Learning Satisfaction Questionnaire Score
Tidsram: Immediately after completion of the educational intervention
|
This questionnaire includes key evaluation points for teaching effectiveness, such as lesson planning, teaching material presentation, teaching strategies, teaching assessment, and teaching atmosphere.
It comprises 13 questions and uses a Likert scale, with 1 point for "very dissatisfied" and 5 points for "very satisfied."
The total score ranges from 13 to 65 points, with higher scores indicating higher course satisfaction.
|
Immediately after completion of the educational intervention
|
Samarbetspartners och utredare
Studieavstämningsdatum
Studera stora datum
Studiestart (Faktisk)
Primärt slutförande (Faktisk)
Avslutad studie (Faktisk)
Studieregistreringsdatum
Först inskickad
Först inskickad som uppfyllde QC-kriterierna
Första postat (Faktisk)
Uppdateringar av studier
Senaste uppdatering publicerad (Faktisk)
Senaste inskickade uppdateringen som uppfyllde QC-kriterierna
Senast verifierad
Mer information
Termer relaterade till denna studie
Nyckelord
Andra studie-ID-nummer
- TMANH109-REC001(CR-1)
Plan för individuella deltagardata (IPD)
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IPD-planbeskrivning
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