View clinical trials related to Gamification.
Filter by: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.
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.
As part of Phase II of the NIH SBIR grant, the study will conduct a randomized controlled clinical trial in which the MapHabit system's gamification is investigated to determine whether the assistive technology facilitates user engagement and retention. Additionally, the study will examine if the gamified software improves the quality of life of persons with dementia and reduce the burden of the respective care partners. Participants will be individuals with Alzheimer's disease or related dementias in mild to moderate stage of cognitive impairment, in tandem with their respective care partner (i.e., primary familial caregiver). The study will be a randomized controlled clinical trial, in which three conditions will be investigated: 1) experimental condition in which MHS+G is implemented into the daily care received by participants 2) control condition in which the MHS alone is incorporated into the participant's daily care 3) exploratory condition where virtual reality gamification is incorporated into the MHS+G experience. The sample size will be a total of 40 individual-caregiver dyads, 20 in each condition-5 of the 20 subjects in the experimental condition will be included in exploratory condition. The study duration will be a 6-month intervention.
Simulation-based training curricula for gastrointestinal endoscopy have been developed and have been shown to be effective. It is possible that these curricula may be further improved. Gamification, the application of game-design principles to non-game contexts, has been shown to improve learning and skill performance in medical education. In gastrointestinal endoscopy, however, no dedicated curricula have been developed using gamification principles. We aim to evaluate the impact of applying gamification to a curriculum using SBT in endoscopy on clinical performance, compared to an identical curriculum without gamification. 36 novice endoscopists from the general surgery and gastroenterology programs at the University of Toronto will be recruited. Participants will be randomized into two groups: the Conventional Training Curriculum (CTC) Group, in which participants will receive 6 hours of training on a simulator augmented with expert feedback and interlaced with 4 hours of didactic training on the theory of colonoscopy; and the Gamified Integrated Curriculum (GIC) Group, in which participants will receive the same curriculum, using the following applications of gamified learning: a leaderboard of participant performances; badges for achievement of training landmarks; and rewards for top performance. Participants will be trained to perform colonoscopies progressively moving from a low to high complexity simulators, starting with the bench-top model (1 hour) and then moving to the EndoVR® virtual reality (VR) gastroenterology simulator (5 hours). Performance will be assessed at three points: prior to training (pre-test), immediately after training (acquisition post-test) and 4-6 weeks after training (retention test). Assessment will take place on the simulator at all three time points and during two live colonoscopies at the retention test. The primary outcome measure will be the difference in clinical colonoscopy performance between the two training groups, as assessed by the Joint Advisory Group for GI Endoscopy Direct Observation of Procedural Skills (JAG/DOPS). We aim to have data collection finished by 2018. Our results have the potential to improve existing curricula for training in colonoscopy. Moreover, the development of a gamified curriculum in procedural skills may have applicability to other specialities, such as general surgery and anesthesiology.