Comparing game-based and traditional testing in emergency nursing education: effects on self-directed learning and academic confidence

A multi-phase ADDIE-based study in emergency nursing education: comparing the effects of Kahoot-based and traditional assessment on self-directed learning and academic self-efficacy

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN99696564

Enrollment

Registered

2026-07-15

Start date

2025-02-21

Completion date

Unknown

Last updated

2026-08-03

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Emergency nursing education focusing on crash cart medication and emergency management for undergraduate nursing students Other

Interventions

This study employed a two-group quasi-experimental pretest–posttest design embedded within a multi-phase educational development study. This study adheres to the Consolidated Standards of Reporting Tr

Eligibility

Sex/Gender

All

Age

18 Years to 55 Years

Inclusion criteria

Inclusion criteria: 1. Enrollment in the sixth semester of the undergraduate nursing program 2. No prior formal training in emergency nursing simulation courses 3. Willingness to participate 4. Comparable baseline academic performance (GPA)

Exclusion criteria

Exclusion criteria: 1. Declined participation (withdrawal of consent) 2. Inability to complete the full intervention and assessment process

Design outcomes

Primary

Measure	Time frame
Academic self-efficacy measured using Academic Self-Efficacy Scale at baseline (before the educational intervention) and immediately after completion of the intervention and assessment phase	—

Countries

Iran

Contacts

Public ContactRazieh Mohamadzadeh

z.gorjian@abadanums.ac.ir; razi.m1376@gmail.com+98 (0)9900785337

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Aug 10, 2026