The Effect of Serious Game and Video-Assisted Education on Nursing Students

NCT ID: NCT06947005

Last Updated: 2025-04-27

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 99 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2023-06-15
• Study Completion Date: 2025-04-15

Brief Summary

Aim: This study was conducted to evaluate the effect of a serious game and video-assisted training program developed for parenteral drug administration education on nursing students' psychomotor skill development, perception of clinical stress, satisfaction, and self-confidence in learning.

Material and Method: The study was carried out as a randomized controlled experimental research design between June 2023 and April 2025 at the Faculty of Nursing, İnönü University. All students enrolled in the Nursing Department during the Spring Semester of the 2023-2024 academic year constituted the study population. The sample consisted of 99 students (33 in the serious game group, 33 in the video group, and 33 in the control group), determined by power analysis. Data were collected using the "Psychomotor Skills Evaluation Checklists," the "Perceived Stress Scale for Nursing Students," and the "Student Satisfaction and Self-Confidence in Learning Scale."

Detailed Description

Serious games help to develop participants' problem solving, critical thinking and communication skills, while enriching the learning experience. Serious gaming is a learning-first approach that mimics reality using virtual simulation. These games can be used to optimise the acquisition of clinical skills, stimulate student motivation by completing the simulation and allow teachers to assess students' progress.Video-assisted learning provides learners with a visual tool that facilitates the understanding of abilities and skills. It is often used to illustrate how a teacher or expert addresses a topic, process or skill. The content can then be followed, learnt and applied by learners. In this study, both methods were evaluated together and their effects on the development of nursing students' competencies for parenteral drug adminstrantion practices were evaluated

Conditions

Nursing Students

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: CROSSOVER
• Primary Study Purpose: BASIC_SCIENCE
• Blinding Strategy: SINGLE

Study Groups

Intervention

Serious game group

Group Type: EXPERIMENTAL

Intervention 1

Intervention Type: BEHAVIORAL

The students in the serious game group were asked to download the drug applications serious game to their phones. They were asked to play the game for two weeks. The students continued to play the game at any time and as often as they wanted until they won at least one gold medal for each application. At the end of the 2nd week, a questionnaire form and VAS scale were applied to the students to evaluate the post-test data and their satisfaction levels with the game. The collected data were analysed to understand the different dimensions of game satisfaction and to assess overall satisfaction levels.

Intervention 2

Video asisted learning group

Group Type: EXPERIMENTAL

Intervention 2

Intervention Type: BEHAVIORAL

A WhatsApp group was established to maintain communication with the students in the video-supported education group. After the pre-test data were collected, the students were introduced to the ed-puzzle web page where they could watch the application videos and were asked to register to the system. No fee was paid to register to the ed-puzzle web page. Students were given the opportunity to watch the videos on the ed-puzzle web page for 2 weeks and answer the questions. Each student was allowed to watch the videos at least once until they answered all the questions correctly. The number of videos watched was monitored by the researcher. At the end of the 2nd week, post-test data were collected from the students.

Control group

Control

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Intervention 1

The students in the serious game group were asked to download the drug applications serious game to their phones. They were asked to play the game for two weeks. The students continued to play the game at any time and as often as they wanted until they won at least one gold medal for each application. At the end of the 2nd week, a questionnaire form and VAS scale were applied to the students to evaluate the post-test data and their satisfaction levels with the game. The collected data were analysed to understand the different dimensions of game satisfaction and to assess overall satisfaction levels.

Intervention Type: BEHAVIORAL

Intervention 2

A WhatsApp group was established to maintain communication with the students in the video-supported education group. After the pre-test data were collected, the students were introduced to the ed-puzzle web page where they could watch the application videos and were asked to register to the system. No fee was paid to register to the ed-puzzle web page. Students were given the opportunity to watch the videos on the ed-puzzle web page for 2 weeks and answer the questions. Each student was allowed to watch the videos at least once until they answered all the questions correctly. The number of videos watched was monitored by the researcher. At the end of the 2nd week, post-test data were collected from the students.

Intervention Type: BEHAVIORAL

Other Intervention Names

Serious game; Video assited learning

Eligibility Criteria

Inclusion Criteria

• Being a 1st year nursing student,
• Receiving training on parenteral drug applications for the first time,
• Not having any physical disabilities related to vision, hearing and motor skills,
• Having a smart mobile phone with Android/IOS operating system, and
• Volunteering to participate in the study.

Exclusion Criteria

• Students who made vertical transfer to the department with DGS because they may have taken the subject of parenteral drug applications in an associate degree programme before,
• Students who did not have a smart mobile phone with Android / IOS operating system and
• Students who did not volunteer to participate in the study were excluded from the study.

• Minimum Eligible Age: 18 Years
• Maximum Eligible Age: 35 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Inonu University

OTHER

Sponsor Role: lead

Responsible Party

Hakime Aslan

Principal Investigator

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Hakime Aslan

Role: STUDY_DIRECTOR

Faculty of Nursing

Locations

Inonu University

Malatya, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

Tülay Çetkin

Identifier Type: -

Identifier Source: org_study_id