Anxiety, Motivation, Stress, Test Anxiety
Conditions
Keywords
Gamification, Physiotherapy Education, Anxiety, Motivation, Stress, Test Anxiety
Brief summary
This randomized controlled study aimed to investigate the effects of Kahoot-based learning on anxiety, stress coping, and motivation levels in physiotherapy and rehabilitation students. Participants were randomly assigned to either a Kahoot-based assessment group or a traditional paper-based assessment group. Outcomes were evaluated at baseline and after a 4-week intervention period.
Interventions
BEHAVIORALKahoot-based learning
Participants completed quizzes using the Kahoot! platform at the end of each lesson during the 4-week intervention period. Each session included 5-10 multiple-choice questions, and immediate feedback was provided following each response. The intervention aimed to enhance engagement through interactive and gamified learning.
BEHAVIORALPaper-based learning
Participants completed quizzes using traditional paper-based methods at the end of each lesson during the 4-week intervention period. Each session included 5-10 multiple-choice questions, and feedback was provided after completion of the quiz.
Sponsors
Bezmialem Vakif University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to 25 Years
Healthy volunteers
Yes
Inclusion criteria
* enrollment in the specified courses, * voluntary participation, * age ≥18 years, * absence of neurological, psychiatric, or systemic disorders, * proficiency in the Turkish language.
Exclusion criteria
* included the inability to attend face-to-face classes or quiz sessions, * any medical or personal condition preventing participation, or incomplete assessment data.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Test Anxiety (Test Anxiety Scale) | Baseline and after 4 weeks | Test anxiety will be assessed using the 34-item Test Anxiety Scale developed by Bahçeci. The scale assesses the cognitive, emotional, and physiological dimensions of test anxiety. Each item is scored on a 5-point Likert scale ranging from 1 ("Never") to 5 ("Always"), yielding a total score between 34 and 170. Higher scores indicate greater levels of test anxiety. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Trait Anxiety Level (State-Trait Anxiety Inventory - STAI-Trait) | Baseline and after 4 weeks | Trait anxiety will be assessed using the State-Trait Anxiety Inventory (STAI-Trait), a validated 20-item scale measuring general anxiety disposition. Scores range from 20 to 80, with higher scores indicating greater anxiety. |
| State Anxiety Level (State-Trait Anxiety Inventory - STAI-State) | Baseline and after 4 weeks | State anxiety levels will be assessed using the State-Trait Anxiety Inventory (STAI-State), a validated 20-item self-report scale measuring situational anxiety. Scores range from 20 to 80, with higher scores indicating greater anxiety. |
| Coping with Stress Inventory (CSI) | Baseline and after 4 weeks | Stress coping strategies were assessed using the 43-item Coping with Stress Inventory (CSI). The inventory includes six coping dimensions: active planning, seeking external support, religious coping, emotional-behavioral disengagement, biochemical disengagement, and cognitive restructuring. Although the inventory has a multidimensional structure, the total CSI score was used for statistical analyses to represent participants' overall use of coping strategies. Higher total scores indicate more frequent use of coping strategies. |
| Learning Motivation (Instructional Materials Motivation Survey - IMMS) | At the post-test assessment (after 4 weeks) | Learning motivation will be evaluated using the Instructional Materials Motivation Survey (IMMS), a 14-item validated instrument assessing motivation related to instructional materials. Higher scores indicate greater motivation. |
Countries
Turkey (Türkiye)
Outcome results
None listed