Educational Intervention, Game-Based Learning, Nursing Education
Conditions
Keywords
Human Papillomavirus Infections, Knowledge, Game-based learning, Nursing education
Brief summary
This study is a randomized controlled trial (RCT) with a pretest-posttest-follow-up design that compares the effectiveness of gamified teaching methods (Gimkit and educational escape room) with traditional theoretical education in improving undergraduate nursing students' Human Papillomavirus (HPV) knowledge and HPV literacy. Both HPV knowledge and HPV literacy were prespecified primary outcome measures in the study protocol. These outcomes represent related but distinct educational constructs and are reported separately to allow independent interpretation of each outcome.
Detailed description
This randomized controlled trial (RCT) with a pretest-posttest-follow-up design evaluated the effectiveness of two gamified teaching strategies in undergraduate nursing education. The study was conducted among third-year nursing students enrolled in the Obstetrics and Gynecology Nursing course at Aydın Adnan Menderes University. Participants were randomly assigned to one of three groups: 1. Gimkit-based gamification combined with theoretical education 2. Educational escape room combined with theoretical education 3. Control group (theoretical education only) All participants received standardized theoretical instruction on Human Papillomavirus (HPV). Subsequently, participants in the intervention groups completed either the Gimkit or educational escape room activity, whereas the control group received no additional educational intervention. Data were collected using the following instruments: * Student Information Form * Human Papillomavirus (HPV) Knowledge Scale * Human Papillomavirus Literacy Scale (HPV-LS) * Gameful Experience Scale (GAMEX) Both HPV knowledge and HPV literacy were prespecified primary outcome measures in the study protocol. HPV knowledge and HPV literacy address related but distinct educational constructs and are reported separately to allow independent interpretation of each outcome. Data were analyzed using IBM SPSS Statistics version 25.0. Descriptive statistics were calculated for all variables. Baseline continuous variables were compared using one-way analysis of variance (ANOVA), whereas categorical variables were analyzed using the chi-square test or Fisher's exact test, as appropriate. Changes in study outcomes over time were evaluated using two-way repeated-measures ANOVA with Bonferroni-adjusted pairwise comparisons, as appropriate. Statistical significance was set at p \< 0.05.
Interventions
BEHAVIORALGimkit-Based Game-Based Learning
Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participation in a Gimkit-based digital quiz game consisting of multiple-choice and true/false questions designed to reinforce HPV-related knowledge.
BEHAVIORALEscape Room-Based Game-Based Learning
Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participation in structured escape room-based learning activities consisting of crossword puzzles, word search tasks, and matching exercises designed to reinforce HPV-related knowledge.
Sponsors
Aydin Adnan Menderes University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Parallel Assignment. Participants were randomly assigned to one of three parallel groups: Gimkit plus theoretical education, educational escape room plus theoretical education, or theoretical education alone.
Eligibility
Sex/Gender
ALL
Age
18 Years to 45 Years
Healthy volunteers
Yes
Inclusion criteria
* Being a third-year undergraduate nursing student enrolled in the Obstetrics and Gynecology Nursing course * Voluntary participation * Participation in all measurement points * Ownership of a smartphone * Internet access * Having headphones.
Exclusion criteria
Previous experience with Gimkit or educational escape room activities Incomplete data forms Not participating in intervention sessions Absence from the posttest or follow-up assessment
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| HPV Knowledge Level | Baseline (Day 0, before theoretical education; 17 April 2026), immediately after theoretical education (Day 0; 17 April 2026), immediately after the intervention (Day 7; 24 April 2026), and follow-up (Day 28; 15 May 2026). | Human Papillomavirus (HPV) Knowledge Scale. Scores range from 0 to 33; higher scores indicate greater knowledge. |
| HPV Literacy Level | Baseline (Day 0, before theoretical education; 17 April 2026), immediately after theoretical education (Day 0; 17 April 2026), immediately after the intervention (Day 7; 24 April 2026), and follow-up (Day 28; 15 May 2026). | Human Papillomavirus (HPV) Literacy Scale. Scores range from 24 to 120; higher scores indicate higher literacy. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Gamified Learning Experience | Immediately after completion of the gamified intervention (Day 7; 24 April 2026). | Measured using the Gameful Experience Scale (GAMEX). Higher scores indicate a more positive gamified learning experience. |
Countries
Turkey (Türkiye)
Outcome results
None listed