Comparison of the Effects of the Education Given to Nursing Students by Gamification Method and Flipped Learning Method on the Level of Participation, Attitude, Interest and Motivation

Educational Problems Clinical Trial

Official title:

Comparison of the Effects of the Education Given to Nursing Students by Gamification Method and Flipped Learning Method on the Level of Participation, Attitude, Interest and Motivation

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT05711420
• Other study ID #: SakaryaU-metinyildiz-002
• Status: Completed
• Phase: N/A
• Start date: October 18, 2022
• Est. completion date: January 15, 2023

Study information

• Verified date: October 2023
• Source: Sakarya University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

In this study, it is aimed to compare the effects of the education given to nursing students with the gamification method and the flipped learning method on the level of participation, attitude, interest and motivation.

The research was conducted as a randomized controlled experimental study. The study population consisted of 110 student between October 2022 and January 2023, and the sample of the research consisted of 90 individuals selected from the population using the improbable random sampling method. "Descriptive Feature Form," "Teaching Material Motivation Scale," "Course Interest Scale", Attitude Scale Towards Learning and ''absence charts'' were used to collect data.

In the analysis of data; percentile distribution, chi-square, Fisher- Exact test, t-test in independent groups, Repeated Measures ANOVA Test, One Way ANOVA test, and post hoc analyzes (Bonferroni, Games Howell) were used.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 90
• Est. completion date: January 15, 2023
• Est. primary completion date: January 1, 2023
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 18 Years and older

Eligibility

Inclusion Criteria:

• To be a student,

• 18 years and older

• Volunteer

Exclusion Criteria:

• Students who are not required to attend the course are not included.

Related Conditions & MeSH terms

• Educational Problems

Intervention

Behavioral:
• Gamification method group
Gamification method group
• Flipped learning group
Flipped learning group

Locations

Country	Name	City	State
Turkey	Sakarya University	Sakarya

Sponsors (1)

Lead Sponsor	Collaborator
Sakarya University

Country where clinical trial is conducted

Turkey, 

References & Publications (5)

Akin, A., Ugur, E., &; Akin, Ü. (2015). Derse Ilgi Ölçeginin Türkçe Formu: Geçerlik ve güvenirlik çalismasi. K. U. Kastamonu Egitim Dergisi 23 (4), 1467-1476.

ÇETIN, S., & ÇETIN, F. (2019). Ögrenmeye yönelik tutum ölçegi (ÖYTÖ) gelistirme çalismasi. Türk Egitim Bilimleri Dergisi, 17(1), 140-157.

Dinçer, S., & Doganay, A. (2016). Ögretim materyali'ne iliskin motivasyon ölçegi (ÖMMÖ) Türkçe uyarlama çalismasi. Ilkögretim Online, 15(4).

Keller, J.M. (2010). Motivational design for learning and performance: The ARCS Model approach. New York, NY: Springer.

Mazer, J., P. (2013). Validity of the Student Interest and Engagement Scales: Associations with student learning outcomes. Communication Studies, 64, 125-140.

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Teaching Material Motivation Scale	Teaching Material Motivation Instructional Material Motivation Scale: It was developed to measure the effect of instructional materials on students' motivation. The scale is a 5-point Likert-type scale consisting of 36 items. Each item in the scale will be scored from 1 (Not True) to 5 (Very True) by the students. Accordingly, the lowest score on the scale is 36, and the highest score is 180.; In the Turkish adaptation study conducted by Acar (2009), the reliability coefficient (Cronbach Alpha value) was found to be 0.92 in the reliability analysis of the scale. An increase in the score on the scale indicates an increase in motivation.	Evaluated at the end of 6 weeks
Primary	Student Interest Scale	Student Interest Scale; Developed by (Mazer, 2013) in order to evaluate its relationship with variables such as learning motivation, effective learning, and level of participation in the lesson, the Class Interest Scale is a 5-point Likert-type measurement tool consisting of 16 items and two sub-dimensions (affective and cognitive interest). et al (2015) ("1" Strongly disagree, "2" Disagree, "3" Undecided, "4" Agree, "5" Totally Agree). There is no reverse coded item in the scale. Affective interest sub-dimension of the scale consists of 9 items and cognitive interest sub-dimension consists of 7 items. The Cronbach's alpha internal consistency reliability coefficients of the scale were .95 for affective interest sub-dimension and .88 for cognitive interest sub-dimension. As the scale score increases, the interest increases.	Evaluated at the end of 6 weeks
Primary	Attitude Scale Towards Learning	Attitude Scale Towards Learning: The scale developed by Çetin et al. was developed to determine students' attitudes. As a result of all validity and reliability analyzes, there are 34 items in total. Of these scale items, 25 are positive and 9 are negative. The five-point Likert scale is "Totally Agree", "Strongly Agree", "Partly Agree", "Disagree", "Strongly Disagree". The highest attitude score that can be obtained from the scale is 170 and the lowest attitude score is 34. As the attitude score increases, the positive attitude increases. The Cronbach Alpha internal consistency coefficient for the scale was found to be 0.94 for the overall scale.	Evaluated at the end of 6 weeks
Primary	Class participation	Class participation: A weekly signature chart was taken from the students and the number of absenteeism in the last week was calculated.	Evaluated at the end of 6 weeks.