Gamification in Health Education, Hemorrhage Management Training
Conditions
Keywords
postpartum hemorrhage, gamification, midwifery education, learning motivation, self-efficacy
Brief summary
This study was designed to compare the effects of web-based gamification and online classical teaching methods on knowledge level, motivation toward instructional materials, clinical self-efficacy, and satisfaction in midwifery students receiving postpartum hemorrhage management education.
Detailed description
This study is planned as a randomized, single-blind, parallel-group experimental study. The research will be conducted with fourth-year midwifery students enrolled in undergraduate programs in Turkey. Participants who meet the inclusion criteria will be randomly assigned into two groups: * Experimental group receiving web-based gamification education * Control group receiving online classical education Both groups will receive postpartum hemorrhage management education for four consecutive weeks, with one session per week lasting approximately 45-60 minutes. In the experimental group, after each theoretical session, a web-based gamified module developed using Genially will be provided. These modules will include interactive tasks such as scenario-based questions, sequencing activities, reward systems (badges and points), and problem-solving exercises to enhance active learning. In the control group, education will be delivered using traditional online teaching methods, including lecture-based presentations (PowerPoint) and verbal explanations. Data will be collected before the intervention (pre-test) and after the completion of the training (post-test).
Interventions
OTHERWeb-Based Gamification Education
The web-based gamification program consists of 4 sessions and interactive modules designed to improve knowledge, clinical decision- making skills, motivation, and self-efficacy in postpartum hemorrhage management.
OTHEROnline Classical Education
The classical education program consists of 4 sessions and includes standard theoretical instruction on postpartum hemorrhage management without gamification components.
Sponsors
Mersin University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
FEMALE
Age
18 Years to 40 Years
Healthy volunteers
Yes
Inclusion criteria
* Living in Turkey * Aged between 18-40 years * Female * Native speaker of Turkish * Fourth-year undergraduate midwifery student * Having received basic education on postpartum hemorrhage within the curriculum * Having access to internet and digital devices (computer, tablet, or smartphone) * Voluntarily agreeing to participate in the study
Exclusion criteria
* Not attending at least 80% of the training sessions * Not completing the data collection tools fully * Participating in another study or training related to postpartum hemorrhage management during the research period * Not accessing or completing the gamification modules (for the experimental group) * Withdrawing from the study at any stage
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Level of Motivation Towards Instructional Material | 24 hours after completion of the intervention | Participants' motivation levels will be evaluated using the Instructional Materials Motivation Survey (IMMS), which is based on Keller's ARCS model (Attention, Relevance, Confidence, Satisfaction) (Keller, 2010; Dinçer \& Doğanay, 2016). The scale consists of 33 items rated on a 5-point Likert scale ranging from 1 ("Not true at all") to 5 ("Very true"). The total score ranges from 33 to 165, with higher scores indicating higher levels of motivation. The Turkish version of the scale has demonstrated high internal consistency, with a Cronbach's alpha coefficient of 0.93. |
| Postpartum Hemorrhage Management Knowledge Level | 24 hours before the intervention and within 24 hours after completion of the intervention | Participants' knowledge regarding postpartum hemorrhage management will be evaluated using researcher-developed pre-test and post-test instruments. These tests were developed in accordance with current literature and national guidelines (Republic of Turkey Ministry of Health, 2022; Hamlacı et al., 2017; Durmaz \& Kömürcü, 2018). The tests are designed to assess students' knowledge levels before and after the training and to evaluate the effectiveness of the educational method. The content includes postpartum hemorrhage definition, risk factors, etiology, prevention strategies, and management approaches. Content validity will be ensured by obtaining expert opinions from at least five specialists in the field of obstetrics and postpartum hemorrhage management. Based on expert feedback and pilot testing, necessary revisions will be made, and the final version of the tests will be established. |
| Clinical Skills Self-Efficacy Level | 24 hours before the intervention and within 24 hours after completion of the intervention | Participants' self-efficacy levels will be assessed using the Clinical Skills Self-Efficacy Scale developed by Kang and Chang (2019). The scale evaluates self-efficacy perceptions in cognitive, affective, and psychomotor domains. The Turkish adaptation of the scale consists of 14 items and a three-factor structure: cognitive (items 1-6), affective (items 7-10), and psychomotor (items 11-14). The scale is rated on a 5-point Likert scale ranging from 1 ("Strongly disagree") to 5 ("Strongly agree"). Higher scores indicate higher levels of self-efficacy. The Cronbach's alpha values of the Turkish version are reported as 0.91 for the total scale, 0.89 for the cognitive domain, 0.69 for the affective domain, and 0.85 for the psychomotor domain (Bayazıt, Gönüllü \& Doğan, 2022). |
| Satisfaction Level | 24 hours after completion of the intervention | Participants' satisfaction with the training program will be assessed using a single-item Visual Analog Scale (VAS) ranging from 0 ("Not satisfied at all") to 10 ("Completely satisfied") (Wewers \& Lowe, 1990). |
Contacts
CONTACTGözde Gökçe İsbir
CONTACTBerivan Ülkü Çağlar
Outcome results
None listed