The Effect of Game-Based Learning on Kinesiophobia

NCT ID: NCT07334899

Last Updated: 2026-01-12

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 94 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-02-01
• Study Completion Date: 2025-05-01

Brief Summary

Aim:

The aim of this study was to evaluate the impact of innovative teaching methods applied in the "Physiotherapy and Innovation" course conducted during the 2024-2025 spring semester on physiotherapy students' learning experiences, and to describe the process of developing and exhibiting student-designed materials at the end of the course.

Method:

The study was carried out with 45 third-year students enrolled in the Department of Physiotherapy and Rehabilitation at Necmettin Erbakan University, Faculty of Health Sciences. The course was enriched with project-based learning, group brainstorming sessions, prototype development, presentations, and feedback meetings in line with innovative teaching principles. At the end of the semester, students designed prototypes of innovative tools, exercise materials, or educational aids applicable in the field of physiotherapy. The developed materials were presented at the "Innovative Physiotherapy Materials Exhibition" organized within the university.

Detailed Description

The use of games in health education dates back to the 1980s .The emergence of game development for improving the clinical application characteristics of products in health education. Game rules designed for education should include elements such as goals, problem-solving, critical thinking, winning ability, content, competition, and fun. Games are used in many health education fields such as formality, midwifery, physiotherapy, gerontology, pharmacology, and more. Although individual education is increasingly common in health education today, active learning methods may be preferred over traditional teaching methods. Therefore, game-based learning environments have led to better learning compared to traditional teaching methods. Openable milk cartons are available. In the field of health, in today's conditions where science and technology are rapidly centralized, and knowledge, skills, and attitudes are constantly updated, educational activities should be designed in a way that is appropriate for the age. Students can learn and teach while having fun by designing games as universal educational materials. In line with this need, in Physiotherapy and Rehabilitation education, different training methods are available in student training according to the physiotherapist's various patient approaches. The effect of determining the effect of play-based learning in the kinesiophobic game of these effective Physiotherapy and Rehabilitation centers is still being determined.

Conditions

Learning

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: SINGLE

Study Groups

Education group

Participants in the education group received a 14-week structured training program based on game-based learning focused on approaching patients with kinesiophobia, in addition to their standard physiotherapy curriculum. The training was delivered face-to-face and included interactive and scenario-based educational activities designed to improve students' knowledge, awareness, and clinical attitudes toward patients with kinesiophobia.

Group Type: EXPERIMENTAL

Game-Based Learning Training on Approaching Patients With Kinesiophobia

Intervention Type: OTHER

The intervention consisted of a structured game-based learning training program designed to improve physiotherapy students' approach to patients with kinesiophobia. Each training session lasted approximately 60-90 minutes and was delivered face-to-face by the responsible researcher.

The training included four main components: (1) a brief theoretical lecture (15-20 minutes) covering kinesiophobia, pain psychology, and patient management; (2) case-based learning (20-30 minutes) involving analysis of fictional clinical scenarios; (3) game-based and interactive activities (20-30 minutes) focused on the management of kinesiophobia; and (4) group work and discussion (15-20 minutes), during which students collaboratively solved problems and discussed scenarios tailored to varying levels of patients' psychological and physical status.

Gamified quizzes were integrated into the training using an escape room format developed via the Genially platform. Students progressed through the activity by

Control group

Participants in the control group continued with the standard physiotherapy curriculum for 14 weeks and did not receive any additional training related to game-based learning or approaching patients with kinesiophobia during the study period.

Group Type: EXPERIMENTAL

Routine Physiotherapy Education

Intervention Type: OTHER

Participants in the control group continued their standard physiotherapy curriculum for the same study period. No additional training, game-based learning activities, case simulations, or kinesiophobia-specific educational content were provided during the intervention period.

Interventions

Game-Based Learning Training on Approaching Patients With Kinesiophobia

The intervention consisted of a structured game-based learning training program designed to improve physiotherapy students' approach to patients with kinesiophobia. Each training session lasted approximately 60-90 minutes and was delivered face-to-face by the responsible researcher.

The training included four main components: (1) a brief theoretical lecture (15-20 minutes) covering kinesiophobia, pain psychology, and patient management; (2) case-based learning (20-30 minutes) involving analysis of fictional clinical scenarios; (3) game-based and interactive activities (20-30 minutes) focused on the management of kinesiophobia; and (4) group work and discussion (15-20 minutes), during which students collaboratively solved problems and discussed scenarios tailored to varying levels of patients' psychological and physical status.

Gamified quizzes were integrated into the training using an escape room format developed via the Genially platform. Students progressed through the activity by

Intervention Type: OTHER

Routine Physiotherapy Education

Participants in the control group continued their standard physiotherapy curriculum for the same study period. No additional training, game-based learning activities, case simulations, or kinesiophobia-specific educational content were provided during the intervention period.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Being a physiotherapy and rehabilitation student
• Volunteering to participate in the study
• For the education group, volunteering to participate in the game-based learning training on approaching patients with kinesiophobia

Exclusion Criteria

• Inability to understand, read, or communicate in Turkish
• Failure to participate in any stage of the study (e.g., pre-test, in-class education session, or post-test)
• Requesting withdrawal from the study

• Minimum Eligible Age: 18 Years
• Maximum Eligible Age: 40 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Necmettin Erbakan University

OTHER

Sponsor Role: lead

Responsible Party

Neslihan Altuntas Yilmaz

Assist Prof.

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Necmettin Erbakan University

Konya, Konya, Turkey (Türkiye)

Nezahat Keleşoğlu Faculty of Health Sciences

Konya, Konya, Turkey (Türkiye)

Countries

Turkey (Türkiye)

References

Koivisto JM, Haavisto E, Niemi H, Haho P, Nylund S, Multisilta J. Design principles for simulation games for learning clinical reasoning: A design-based research approach. Nurse Educ Today. 2018 Jan;60:114-120. doi: 10.1016/j.nedt.2017.10.002. Epub 2017 Oct 24.

Reference Type: BACKGROUND

PMID: 29096383 (View on PubMed)

Related Links

https://pubmed.ncbi.nlm.nih.gov/29096383/

Related Info

Other Identifiers

NEU-PT2025-06

Identifier Type: -

Identifier Source: org_study_id