Student
Conditions
Brief summary
Advances in health professions education increasingly emphasize the use of digital technologies to enhance student engagement and support diverse learning needs. In physiotherapy training, particularly in technically complex subjects like electrotherapy, conventional instruction may fall short in fostering active learning and knowledge retention. Game-based platforms such as Ren'Py offer an opportunity to integrate interactive, scenario-based learning into the curriculum. This study aimed to assess the impact of Ren'Py-based digital materials on learning outcomes by comparing conventional, digital, and hybrid teaching models in an undergraduate electrotherapy course.
Interventions
OTHERDigital Instructional Material
A lesson package containing a story in an interactive visual novel format created using Ren'Py. This package was designed by the researchers to include the theoretical and practical contents of the medium frequency currents unit, again using the content of the CK4Stim project.
OTHERConventional Instructional Material
The course content was standardized using materials from the CK4Stim-Clinical Key for Electrical Stimulation in Physiotherapy and Rehabilitation project (CK4Stim, Access Date: October 2024). The CK4Stim project, supported by the European Union and involving multiple projects partners, aims to develop a common language for the use of electrical stimulation in physiotherapy and rehabilitation education in accordance with European standards.
Sponsors
Ahmet Koçyiğit
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
DOUBLE (Investigator, Outcomes Assessor)
Intervention model description
Participants were randomly assigned to one of three groups-Conventional Education Group (CEG), Digital Education Group (DEG), or Conventional and Digital Education Group (CaDEG)-using a random sequence generated via random.org
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Voluntary participation * Cumulative GPA above 1.80 * Access to a device compatible with at least one of the following operating systems or platforms: Linux x86\_64/Arm, Windows 7 or later, or Mac OS X 10.10 or later
Exclusion criteria
* History of course failure due to absenteeism
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Theoretical Knowledge Examination Score | Measured at 1-week follow-up after completion of the educational intervention. | A researcher-developed 20-item multiple-choice theoretical exam assessing students' knowledge of electrotherapy principles. Full Scale Name: Theoretical Knowledge Examination (20-item multiple-choice test) Score Range: 0 to 100 points Interpretation: Higher scores indicate better theoretical knowledge. |
| Practical Skills Examination Score | Measured at 1-week follow-up after completion of the educational intervention. | A 16-item practical performance assessment evaluated by an independent three-member exam jury. Each item was rated as Sufficient, Partial, or Insufficient, and final scores were calculated as the arithmetic mean of the three jury evaluations, scaled to a 0-100 range. Full Scale Name: Practical Skills Performance Assessment (16-item jury-rated evaluation) Score Range: 0 to 100 points Interpretation: Higher scores indicate better practical performance. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Cognitive Load Rating Score | Measured at 1-week follow-up after completion of the educational intervention. | Subjective cognitive load was assessed using the nine-point Cognitive Load Rating Scale developed by Paas and Van Merriënboer (1993). Participants rated the level of mental effort experienced during the learning activity on a nine-point Likert-type scale. Full Scale Name: Paas & Van Merriënboer Cognitive Load Rating Scale (9-point Likert scale) Score Range: 1 (Very Low) to 9 (Very High) Interpretation: Higher scores indicate greater perceived cognitive load. |
| Instructional Materials Motivation Scale Score | Measured at 1-week follow-up after completion of the educational intervention. | Motivation toward the instructional materials was assessed using the 33-item Instructional Materials Motivation Scale (IMMS) developed by Keller. Participants rated each item on a five-point Likert scale evaluating attention, relevance, confidence, and satisfaction related to the instructional materials. Full Scale Name: Instructional Materials Motivation Scale (IMMS), 33-item Likert scale Score Range: 33 (minimum) to 165 (maximum) Interpretation: Higher scores indicate higher motivation toward the instructional materials. |
Other
| Measure | Time frame | Description |
|---|---|---|
| Attitude Toward the Physiotherapy Profession Score | Assessed at baseline (prior to the intervention) and again 1 week after completion of the intervention. | Attitudes toward the physiotherapy profession were measured using the Attitude Toward the Physiotherapy Profession Scale developed by Turhan. The scale contains 35 items rated on a five-point Likert scale and assesses three dimensions: professional satisfaction, required professional competencies, and general concerns regarding the profession. Full Scale Name: Attitude Toward the Physiotherapy Profession Scale (35-item Likert scale) Score Range: 35 (minimum) to 175 (maximum) Interpretation: Higher scores indicate more positive attitudes toward the physiotherapy profession. |
Countries
Turkey (Türkiye)
Outcome results
None listed