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
NCT ID: NCT05711420
Last Updated: 2023-10-27
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
90 participants
INTERVENTIONAL
2022-10-18
2023-01-15
Brief Summary
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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.
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
PREVENTION
SINGLE
Study Groups
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Gamification method group
The group to be trained by gamification method; A gamification application was made every week. Points are given in the table prepared for those who are successful in weekly participation in gamification, coming to the lesson with their homework done, participating in the discussions in the lesson, and in the evaluation at the end of the lesson. Every week, the winner was given a gift. At the end of the lesson, the points in the headings of "Leaderboard", "Badge" and "Status", which are the elements of the gamification method, were added weekly. And in the last week, a meeting was held with the students according to all scores and a post-test was applied.
Gamification method group
Gamification method group
Flipped learning group
Before the study, videos were found each week that lecture on the relevant subject, videos were shot on the subject, and the videos were transferred to the students via a platform. At the end of each video, they were told to complete the homework on the subject and come to the lesson.
In the lesson, the lesson was processed with activities according to the videos.
Flipped learning group
Flipped learning group
Control group
Lessons were taught with traditional learning method.
No interventions assigned to this group
Interventions
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Gamification method group
Gamification method group
Flipped learning group
Flipped learning group
Eligibility Criteria
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Inclusion Criteria
* 18 years and older
* Volunteer
Exclusion Criteria
18 Years
ALL
Yes
Sponsors
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Sakarya University
OTHER
Responsible Party
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Metin Yildiz
Nurse (Asst.Prof.Dr.)
Principal Investigators
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Metin YILDIZ, Asst.Prof.Dr.
Role: PRINCIPAL_INVESTIGATOR
Sakarya University
Locations
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Sakarya University
Sakarya, , Turkey (Türkiye)
Countries
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References
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Keller, J.M. (2010). Motivational design for learning and performance: The ARCS Model approach. New York, NY: Springer.
Dinçer, S., & Doğanay, A. (2016). Öğretim materyali'ne ilişkin motivasyon ölçeği (ÖMMÖ) Türkçe uyarlama çalışması. İlköğretim Online, 15(4).
Mazer, J., P. (2013). Validity of the Student Interest and Engagement Scales: Associations with student learning outcomes. Communication Studies, 64, 125-140.
Akın, A., Uğur, E., &; Akın, Ü. (2015). Derse İlgi Ölçeğinin Türkçe Formu: Geçerlik ve güvenirlik çalışması. K. U. Kastamonu Eğitim Dergisi 23 (4), 1467-1476.
ÇETİN, Ş., & ÇETİN, F. (2019). Öğrenmeye yönelik tutum ölçeği (ÖYTÖ) geliştirme çalışması. Türk Eğitim Bilimleri Dergisi, 17(1), 140-157.
Other Identifiers
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SakaryaU-metinyildiz-002
Identifier Type: -
Identifier Source: org_study_id
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