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Effects of AI Dialogue-Based Scenario Simulation on Students' Flow and Learning Performance

2026年9月15日 更新者：Chang Gung University of Science and Technology

The Effects of Scenario Simulation Via AI Dialogue Integrated With Concept Mapping and Gamified Feedback on Students' Flow and Learning Performance: The Roles of Collaborative Processes and Interaction Mechanisms

This study examines the effects of an AI dialogue-based scenario simulation integrated with concept mapping and post-dialogue feedback on nursing students' learning. Nursing students will participate in pediatric care scenarios using standardized AI-supported dialogues. Two feedback approaches will be compared: gamified feedback and conventional formative feedback without gamification elements. The study will examine students' flow experience and learning performance and explore how collaborative processes and interaction mechanisms may contribute to these outcomes. The findings are expected to provide evidence on how different feedback approaches influence students' engagement and learning during AI-supported scenario simulation.

研究概览

地位

尚未招聘

条件

干预/治疗

研究类型

介入性

注册 (估计的)

91

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。

学习联系方式

学习地点

  • 台湾
    • Taoyuan City
      • Taoyuan、Taoyuan City、台湾、333324
        • Chang Gung University of Science and Technology

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:

Undergraduate nursing students enrolled in the designated nursing course during the study period.

Aged 18 years or older. Willing to participate and providing informed consent.

Exclusion Criteria:

Students who decline or do not provide informed consent.

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
实验性的：Gamified Feedback Group
Participants receive a concept-mapping-integrated AI dialogue-based scenario simulation followed by gamified feedback. The feedback includes gamification elements such as points, levels, progress indicators, and mission-based features.
行为的：Gamified Feedback
Gamified feedback is delivered following the AI dialogue-based scenario simulation and includes game-related elements such as points, levels, progress indicators, and mission-based features.
有源比较器：Conventional Formative Feedback Group
Participants receive the same concept-mapping-integrated AI dialogue-based scenario simulation followed by conventional formative feedback without gamification elements.
行为的：Conventional Formative Feedback
Conventional formative feedback is delivered following the same AI dialogue-based scenario simulation without gamification elements.

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
Flow Experience
大体时间：Baseline and immediately after completion of the intervention
Flow experience will be assessed using the 8-item Flow Experience Questionnaire developed by Pearce et al. (2005). Each item is rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicate a greater level of flow experience. Descriptive statistics will be used to examine the distribution and change in flow scores, missing data, and internal consistency.
Baseline and immediately after completion of the intervention
Academic Learning Performance
大体时间：At the midterm and final examinations during the academic semester
Academic learning performance will be assessed using students' course midterm and final examination scores. Higher scores indicate better academic performance.
At the midterm and final examinations during the academic semester

次要结果测量

结果测量
措施说明
大体时间
Intrinsic Motivation
大体时间：Baseline and immediately after completion of the intervention
Intrinsic motivation will be assessed using a 25-item version of the Intrinsic Motivation Inventory (IMI), based on the IMI framework of McAuley et al. (1989) and the version adapted by Yin et al. (2021). Items are rated on a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree). The instrument assesses five dimensions: interest/enjoyment, pressure/tension, perceived choice, perceived competence, and perceived value. Reverse-coded items will be recoded before analysis, and each subscale score will be calculated as the mean of its constituent items.
Baseline and immediately after completion of the intervention

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。

赞助

Chang Gung University of Science and Technology

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 (估计的)

2026年9月21日

初级完成 (估计的)

2027年1月5日

研究完成 (估计的)

2027年1月5日

研究注册日期

首次提交

2026年9月15日

首先提交符合 QC 标准的

2026年9月15日

首次发布 (实际的)

2026年9月17日

研究记录更新

最后更新发布 (实际的)

2026年9月17日

上次提交的符合 QC 标准的更新

2026年9月15日

最后验证

2026年9月1日

更多信息

与本研究相关的术语

其他研究编号

  • IRB-26-058-B1
  • NSTC 115-2410-H-255-014 (其他赠款/资助编号：National Science and Technology Council)

计划个人参与者数据 (IPD)

计划共享个人参与者数据 (IPD)？

不

药物和器械信息、研究文件

研究美国 FDA 监管的药品

不

研究美国 FDA 监管的设备产品

不

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.

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