Education, Gameifaction, Midwifery Education
Conditions
Keywords
midwifery education, gameifaction, gaming experience, puzzle, Kahoot, learning motivation
Brief summary
The aim of this study is to compare the effects of puzzle-solving and Kahoot-based learning methods on learning motivation and gaming experience among second-year midwifery students, and to evaluate students' satisfaction levels regarding these methods. The study is designed as a randomized controlled experimental research. It will be conducted between November and December 2025 with second-year students studying in the Department of Midwifery, Faculty of Health Sciences, Ağrı İbrahim Çeçen University. The entire class will be randomly divided into two groups: Experiment 1 (Puzzle) and Experiment 2 (Kahoot). Data collection tools include the Learning Motivation Scale in Higher Education, the Gaming Experience Scale, a Satisfaction Questionnaire, Game (Kahoot-Puzzle) Achievement Test, and a Personal Information Form. For data analysis, paired-samples t-test, ANOVA, and independent-samples t-test will be used as appropriate.
Detailed description
The lectures will be delivered by the instructor in three-week topic blocks. After each three-week block, the following procedures will be implemented: Experiment 1 group: A 20-question puzzle prepared by the researchers and validated through expert opinions from 10 academic midwifery instructors using the Content Validity Index (CVI) will be distributed. Students will be given 10 minutes to complete the puzzle. Experiment 2 group: The same questions will be answered via the Kahoot application. The interventions will be conducted three times in total (e.g., during the 3rd, 6th, and 9th weeks). To prevent contamination, the groups will meet in separate classrooms, and students' phones will be collected at the entrance. The Personal Information Form will be administered at the pre-test stage. The Learning Motivation Scale in Higher Education will also be applied as a pre-test and post-test. The Gaming Experience Scale will be administered after the first and last game sessions. The Satisfaction Scale and the Game (Kahoot-Puzzle) Achievement Test (scores obtained from the puzzle or Kahoot) will be completed after each game session.
Interventions
OTHERPuzzle
Students in this group will solve three different puzzles, each administered at three-week intervals.
OTHERKahoot
Students in this group will complete three different Kahoot quizzes, each conducted at three-week intervals.
Sponsors
Agri Ibrahim Cecen University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
FEMALE
Healthy volunteers
Yes
Inclusion criteria
* Being a second-year midwifery student * Enrolled in the prenatal care course * Owning a smartphone (for the Kahoot group) * Willingness to participate in the study * Regular attendance in the course
Exclusion criteria
* Unwillingness to participate in the study * Presence of learning disorders such as dyslexia * Insufficient attendance in the course * Previous participation in a similar study (Students who meet the
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Personal Information Form | The form will be administered at the pre-test during students' first participation in the study. | This is a 6-item form that includes questions about students' demographic characteristics, academic grade point averages, and gaming experience |
| Learning Motivation Scale in Higher Education (YÖMÖ-Ü) | Pre-test: Administered immediately before the first game session (on the same day). Post-test: Administered immediately after the final game session (on the same day). | The scale consists of three sub-dimensions: learning goals, approach goals, and avoidance goals, and validity and reliability analyses have shown that it is a reliable measurement tool for Turkish university students. Each sub-dimension is scored separately, and a total score is not calculated. The scores obtained from the sub-dimensions are evaluated separately to determine which behaviors motivate students toward learning. |
| Gaming Experience (GAMEX) Scale | Pre-test: Administered immediately after the completion of the first game session (on the same day). Post-test: Administered immediately after the completion of the final game session (on the same day) | The scale consists of 27 items, each scored on a 1-5 Likert scale. Items in the "Absence of Negative Effects" sub-dimension (3 items) are reverse-coded. The total score obtainable from the scale ranges from 27 to 135. Except for the "Absence of Negative Effects" sub-dimension, higher scores in the other sub-dimensions indicate a better gaming experience |
| Satisfaction Questionnaire | It will be completed immediately after the final game session (on the same day) | Developed by the researchers based on the literature. Students' perceptions of the learning method will be evaluated using this questionnaire |
| Game (Kahoot-Puzzle) Achievement Test | Administered immediately after each game session (three time points: pre-test, mid-test, post-test) on the same day. | Each session will include 20 prepared questions. Since the test will be scored out of 100 points, each correct answer will be worth 5 points. The scores from the games administered in the three sessions will be compared between groups. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORRumeysa ÖZAYABAKAN
Agri Ibrahim Cecen University
PRINCIPAL_INVESTIGATORBetül Uncu
Istanbul University - Cerrahpasa
PRINCIPAL_INVESTIGATORRukiye DUMAN
Istanbul University - Cerrahpasa
Outcome results
None listed