Effectiveness of Board Game on Improving Elementary School Students' Infection Control
NCT ID: NCT06402227
Last Updated: 2024-05-07
Study Results
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Basic Information
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COMPLETED
NA
310 participants
INTERVENTIONAL
2023-11-01
2024-03-30
Brief Summary
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1. Exploring the factors influencing children's behavioral intentions of infection control through theory of planned behavior?
2. The effectiveness of board game on improving children's knowledge and behavioral intentions of infection control?
Researchers will compare gamified instruction to conventional lesson lecture to see if the former has better results.
Students who participated in filled out the questionnaire three times, each time taking about 15 to 20 minutes: before the intervention, after the intervention, and after a one-month delay. The students' legal representatives filled out a basic demographic questionnaire before intervention, which took about 5 minutes.
After a one-month delay, two groups of students were asked to filled out the post-test questionnaire again. Then, students in the control group were invited to participate in a board game and asked which teaching method they preferred (gamified instruction or conventional lesson lecture).
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
CROSSOVER
OTHER
SINGLE
Study Groups
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gamified instruction
gamified instruction
At the beginning, the speaker played the role of a laboratory rescue team, narrated the background story of the board game, and led the children into the game situation. Then, the speaker explained four types of pathogens, which the investigators defined them according to different types of transmission, including droplets, airborne, blood or body fluids, and fecal-oral. The speaker explained their characteristics and key points, representative diseases in real life, corresponding prevention methods and so on. The lecture lasted for 15 minutes, then the children were divided into different groups to play the board game for about 20 minutes. During the game, students were required to collect "Prevention Method Cards" made by the research team. Students must perform the correct behavior of infection control or answer questions related to the class content in order to obtain the card and win.
conventional lesson lecture
conventional lesson lecture
The lecture was about 35 minutes. At the beginning, the speaker explained the terms to children, including infectious diseases, symptoms and pathogens. Next, the speaker introduced the components of the infection chain and how to make infection control behaviors for different parts of it. Then the speaker focused on the four types of transmission, including droplets, airborne, blood or body fluids, and fecal-oral. The speaker illustrated their characteristics and key points, representative diseases in real life, and corresponding prevention methods. In the end, the speaker led the students to practice infection control behaviors, such as the seven correct steps of washing hands, the right steps for wearing and taking off masks, and exercises that can be done to increase immunity.
Interventions
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gamified instruction
At the beginning, the speaker played the role of a laboratory rescue team, narrated the background story of the board game, and led the children into the game situation. Then, the speaker explained four types of pathogens, which the investigators defined them according to different types of transmission, including droplets, airborne, blood or body fluids, and fecal-oral. The speaker explained their characteristics and key points, representative diseases in real life, corresponding prevention methods and so on. The lecture lasted for 15 minutes, then the children were divided into different groups to play the board game for about 20 minutes. During the game, students were required to collect "Prevention Method Cards" made by the research team. Students must perform the correct behavior of infection control or answer questions related to the class content in order to obtain the card and win.
conventional lesson lecture
The lecture was about 35 minutes. At the beginning, the speaker explained the terms to children, including infectious diseases, symptoms and pathogens. Next, the speaker introduced the components of the infection chain and how to make infection control behaviors for different parts of it. Then the speaker focused on the four types of transmission, including droplets, airborne, blood or body fluids, and fecal-oral. The speaker illustrated their characteristics and key points, representative diseases in real life, and corresponding prevention methods. In the end, the speaker led the students to practice infection control behaviors, such as the seven correct steps of washing hands, the right steps for wearing and taking off masks, and exercises that can be done to increase immunity.
Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
10 Years
13 Years
ALL
Yes
Sponsors
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National Science and Technology Council
FED
HU, HUEY-LAN
OTHER
Responsible Party
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HU, HUEY-LAN
professor
Principal Investigators
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HUEY-LAN HU, professor
Role: STUDY_CHAIR
National Yang Ming Chiao Tung University
Locations
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National Yang Ming University
Taipei, , Taiwan
Countries
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References
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Related Links
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Introduction to the chain of infection
Introduction to the Theory of Planed Behavior
Other Identifiers
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NYCU112151AEF
Identifier Type: -
Identifier Source: org_study_id
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