Effects of Concept Mapping and AI Dialogue on Flow and Learning Outcomes in Simulation-Based Learning
2 augusti 2026 uppdaterad av: 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.
Studieöversikt
Status
Aktiv, inte rekryterande
Betingelser
Detaljerad beskrivning
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.
Studietyp
Interventionell
Inskrivning (Faktisk)
168
Fas
- Inte tillämpbar
Kontakter och platser
Det här avsnittet innehåller kontaktuppgifter för dem som genomför studien och information om var denna studie genomförs.
Studieorter
-
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Guishan
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Taoyuan, Guishan, Taiwan, 333324
- Chang Gung University of Science and Technology
-
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Deltagandekriterier
Forskare letar efter personer som passar en viss beskrivning, så kallade behörighetskriterier. Några exempel på dessa kriterier är en persons allmänna hälsotillstånd eller tidigare behandlingar.
Urvalskriterier
Åldrar som är berättigade till studier
- Vuxen
- Äldre vuxen
Tar emot friska volontärer
Ja
Beskrivning
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.
Studieplan
Det här avsnittet ger detaljer om studieplanen, inklusive hur studien är utformad och vad studien mäter.
Hur är studien utformad?
Designdetaljer
- Primärt syfte: Övrig
- Tilldelning: Randomiserad
- Interventionsmodell: Parallellt uppdrag
- Maskning: Ingen (Open Label)
Vapen och interventioner
Deltagargrupp / Arm |
Intervention / Behandling |
|---|---|
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Experimentell: 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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Aktiv komparator: 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.
|
Vad mäter studien?
Primära resultatmått
Resultatmått |
Åtgärdsbeskrivning |
Tidsram |
|---|---|---|
|
Change From Baseline in Pediatric Nursing Knowledge Test Score
Tidsram: 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
|
Sekundära resultatmått
Resultatmått |
Åtgärdsbeskrivning |
Tidsram |
|---|---|---|
|
Change From Baseline in Critical Thinking Disposition Score
Tidsram: From baseline before the intervention to immediately after completion of all three simulation scenarios
|
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
Tidsram: 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
Tidsram: 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
Tidsram: 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
Tidsram: 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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Andra resultatmått
Resultatmått |
Åtgärdsbeskrivning |
Tidsram |
|---|---|---|
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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.
Tidsram: 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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Samarbetspartners och utredare
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Studieavstämningsdatum
Dessa datum spårar framstegen för inlämningar av studieposter och sammanfattande resultat till ClinicalTrials.gov. Studieposter och rapporterade resultat granskas av National Library of Medicine (NLM) för att säkerställa att de uppfyller specifika kvalitetskontrollstandarder innan de publiceras på den offentliga webbplatsen.
Studera stora datum
Studiestart (Faktisk)
23 september 2025
Primärt slutförande (Beräknad)
30 september 2026
Avslutad studie (Beräknad)
30 september 2026
Studieregistreringsdatum
Först inskickad
2 augusti 2026
Först inskickad som uppfyllde QC-kriterierna
2 augusti 2026
Första postat (Faktisk)
6 augusti 2026
Uppdateringar av studier
Senaste uppdatering publicerad (Faktisk)
6 augusti 2026
Senaste inskickade uppdateringen som uppfyllde QC-kriterierna
2 augusti 2026
Senast verifierad
1 augusti 2026
Mer information
Termer relaterade till denna studie
Nyckelord
Ytterligare relevanta MeSH-villkor
Andra studie-ID-nummer
- 202402091B0 (Annan identifierare: Chang Gung Medical Foundation Institutional Review Board)
Plan för individuella deltagardata (IPD)
Planerar du att dela individuella deltagardata (IPD)?
NEJ
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