View clinical trials related to Gamification.
Filter by:Aim This study aims to explore the experience of depression among pregnant adolescents in Thailand and assess the effectiveness of the Gather.town gaming intervention for relieving depressive symptoms. Methods The study will adopt an exploratory sequential mixed-methods design. It comprises two phases: a qualitative and a quantitative sub-study to answer the research questions. Phase one is a qualitative sub-study to gain a comprehensive understanding of the experiences of pregnant adolescents with depression and their perceptions of interventions for relieving depressive symptoms. This sub-study will conduct in-depth interviews and content analysis with 20 pregnant adolescents selected through purposive sampling from an antenatal care clinic. The interview results will be used to develop the Gather.town gaming intervention for depression management. Phase two is a quantitative sub-study conducted through a quasi-experimental design with 64 participants, divided into an intervention group of 32 and a control group of 32. Convenience and snowball sampling will be performed. The effect of the oGBL intervention will be evaluated on the primary outcome of depression symptoms/levels and secondary outcomes including knowledge of depression, coping skills, perceived social support, and help-seeking attitudes. Initial feedback from users on the Gather.town gaming intervention will also be examined. Data will be collected using self-report questionnaires and open-ended questions. Assessments will be conducted at four time points: baseline, after the intervention, and at the 1-month and 3-month follow-ups. Descriptive statistics, Chi-square tests, and ANCOVA will be used for data analysis. Finally, data from the qualitative and quantitative sub-studies will be merged to interpret the effects of the Gather.town gaming intervention for depression management among Thai pregnant adolescents.
This study will be conducted to determine the effect of educational escape room teaching on nursing students' skills in calculating intravenous drug dosage and applying fluid therapy. The research was planned in a pretest-posttest and retest randomized controlled experimental design with a control group. This study will be conducted in the Spring Term of the 2023-2024 Academic Year at Kafkas University, Faculty of Health Sciences, Department of Nursing. 1st year and 4th year nursing students will be included in the sample of the research. Power analysis was performed to determine the number of people to be included in the study. The power of the test was calculated with the G*Power 3.1 program. Students will be divided into two groups, control and experimental, by randomization method. A total of 120 students were planned to be included in the study: 30 experimental and 30 control students for the first grade, and 30 experimental and 30 control students for the fourth grade. In order to conduct the research, written permissions were obtained from the ethics committee and the institution where the study would be conducted. The data of the research will be collected with the "Introductory Information Form-IIF", "Intravenous Drug Dosage Calculation and Fluid Therapy Application Knowledge Test-IVKT" (min:0-max:100), "Intravenous Drug Dosage Calculation and Fluid Therapy Application Skill Checklists-IVSC" (min:0-max:242) and "Game Evaluation Form-GEF" (min:26-max:130). Increasing the score obtained from data collection tools means that knowledge and skills increase.Data collection tools were presented to expert opinion for content validity. Content validity indexes were calculated and it was determined that the instruments were usable. The entire sample group will be given training on intravenous drug dose calculation and fluid therapy application. During the training, the subject will be supported by question-answer technique. Then, initial knowledge (pre-test) and initial skill (pre-test) will be measured with an objective structured clinical exam and scores will be calculated. According to the pre-test knowledge and skill scores, students from both grade levels will be assigned to experimental and control groups. The experimental group will play the escape room game in teams of five people according to the prepared educational escape room game plan. During this process, the control group will be given the right to work independently in the laboratory. The experimental group will play the educational escape room game once, and then the final knowledge (post-test) and final skills (objective structured clinical exam) of the experimental and control groups will be measured. Each student in the experimental group will be asked to fill out the game evaluation form. In evaluating the data, parametric or non-parametric tests will be used to determine whether the research data show a normal distribution or not. Correlation will be made to determine the relationship between pretest and posttest knowledge tests and objective structured clinical exam scores. Regression analysis will also be performed if necessary, based on the analysis results of the research data.
This research aims to improve the quality of life, occupational performance, occupational satisfaction and emotional health of young people with Duchenne muscular dystrophy compared to the classical occupational therapy program. The findings are planned to shed light on the development of new and effective strategies in the rehabilitation of adolescents with Duchenne muscular dystrophy.
This research will be conducted as a randomized controlled study with a parallel design to evaluate the effectiveness of the disaster nursing training program prepared with a gamification strategy based on multiple intelligence theory for final-year public health nursing students. Research hypothesis "H1a: The disaster nursing knowledge level of the students participating in the program, which is prepared with a Gamification Strategy Based on Multiple Intelligence Theory, differs from the control group. H1b: The perception of volunteering towards disaster nursing differs for the students included in the Program Prepared with Gamification Strategy Based on Multiple Intelligence Theory compared to the control group. H1c: The self-efficacy level of students involved in the Program Prepared with Gamification Strategy Based on Multiple Intelligences Theory regarding disaster nursing differs from the control group."
More than 3 billion of the worlds population are young people under the age of 25. According to WHO data, one million girls under the age of 15 give birth each year, mostly in low- and middle-income countries, and 3 million adolescent girls between the ages of 15 and 19 are exposed to unsafe abortions. Failure to meet the family planning needs of young people in a timely, adequate and appropriate manner can have significant public health impacts. According to World Health Statistics, the global birth rate for girls between 15 and 19 years of age is 49 out of 1000, and early pregnancy and childbirth can lead to serious health and social problems. In addition, this age group does not have sufficient information about pregnancy and its complications, and their access to and utilization of health services is low. Inadequacies in the education of adolescents on sexual issues and sociocultural differences further increase the sexual and reproductive health risks of young people in the university period. Information and services that will enable individuals to understand their sexuality and help them protect themselves from sexual risks should be provided specifically for that age. Therefore, it is important for young people to know family planning methods. In this study, it was aimed to examine the effect of family planning education to be given with gamification method, which is different from the classical method in the literature, on the knowledge and attitudes of university students.
This study explores the potential of an interactive narrative game to enhance medication adherence among stable schizophrenia patients. Employing participatory design methods, game's development and testing process actively involved patients and individuals closely connected to their daily lives. Artificial Intelligence-Generated Content (AIGC) facilitated swift iterations in game's visual style and content. During game therapy, patients are tasked with making decisions based on presented situations, which influence the course of the narrative.
The study is a pilot study (phase 2) that includes a usability study (phase 1). The aim of the study is to investigate the feasibility and usability of the healthy nutrition application and the effects on adherence to Modified Mediterranean diet, self-efficacy and nutrition knowledge among patients with cardiovascular disease in a cardiac rehabilitation setting. Furthermore, it studies the overall user experience when using the healthy nutrition application.
Diabetes is a broad-spectrum metabolic disorder that causes a defect in the organism's carbohydrate, fat, and protein metabolism processes due to insulin deficiency or impaired insulin effect. Diabetes requires continuous medical care and causes chronic, severe mortality and morbidity. More than 90% of all people with diabetes worldwide suffer from Type 2 DM. Diabetes self-management includes self-monitoring of blood glucose levels, knowing and managing the symptoms of hypoglycemia and hyperglycemia, adherence to diet, physical exercise, and diabetic foot care. Considering the high prevalent and undesirable consequences of diabetes in the world, it is necessary to benefit from new educational technologies and tools. One of these technologies is gamification, which increases the quality of education as an effective educational tool, creates motivation and enthusiasm, and develops a sense of competition in the target audience. This study plans to develop a game that will include virtual coaching to increase the self-management and glycemic control of patients with type 2 diabetes.
This study was conducted as a randomized controlled experimental design with a pretest-posttest control group in order to determine the effect of the education given to nursing students with the escape room game on the students' learning of parenteral drug administration. 72 students enrolled in Nursing Fundamentals II Course in the Spring Semester of 2021-2022 Academic Year at Gazi University Faculty of Health Sciences Nursing Department were included in this study. The students were divided into two groups, 36 control and 36 experimental, by randomization method. Written permission was obtained from the ethics committee and the institution in order to conduct the study. Data were collected with "Descriptive Characteristics Form", "Parenteral drug administration Knowledge Test", "Parenteral drug administration Checklists" and "Game Evaluation Form". The first knowledge (pre-test) and skills (Objective structured clinical exam=OSCE) were measured after the parenteral drug administration theoretical course and the skill course in the laboratory were given to the sample group. The sample group was assigned to the experimental and control groups according to the first knowledge and skill measurements. The experimental group played the escape room game in groups of 4 each. The control group was given the right to work independently in the laboratory. The game was played once in the experimental group. Then, the final knowledge (post-test) and final skills (OSCE) of the experimental and control groups were measured. Independent sample t test, chi-square test, Pearson correlation test and dependent sample t test were used to evaluate the data.
This study is designed to examine the effect of using gamification and augmented reality in mechanical ventilation teaching on Critical Care Nursing students' knowledge, self-efficacy, and motivation.