Effects of Concept Mapping and AI Dialogue on Flow and Learning Outcomes in Simulation-Based Learning
2026年8月2日 更新者：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.
研究概览
地位
主动，不招人
详细说明
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.
研究类型
介入性
注册 (实际的)
168
阶段
- 不适用
联系人和位置
本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。
学习地点
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Guishan
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Taoyuan、Guishan、台湾、333324
- Chang Gung University of Science and Technology
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参与标准
研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。
资格标准
适合学习的年龄
- 成人
- 年长者
接受健康志愿者
是的
描述
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.
学习计划
本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
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实验性的：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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有源比较器：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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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change From Baseline in Pediatric Nursing Knowledge Test Score
大体时间：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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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change From Baseline in Critical Thinking Disposition Score
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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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其他结果措施
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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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.
大体时间：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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合作者和调查者
在这里您可以找到参与这项研究的人员和组织。
研究记录日期
这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。
研究主要日期
学习开始 (实际的)
2025年9月23日
初级完成 (估计的)
2026年9月30日
研究完成 (估计的)
2026年9月30日
研究注册日期
首次提交
2026年8月2日
首先提交符合 QC 标准的
2026年8月2日
首次发布 (实际的)
2026年8月6日
研究记录更新
最后更新发布 (实际的)
2026年8月6日
上次提交的符合 QC 标准的更新
2026年8月2日
最后验证
2026年8月1日
更多信息
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.