Nursing Education
Conditions
Brief summary
This study examines the effects of an AI dialogue-based scenario simulation integrated with concept mapping and post-dialogue feedback on nursing students' learning. Nursing students will participate in pediatric care scenarios using standardized AI-supported dialogues. Two feedback approaches will be compared: gamified feedback and conventional formative feedback without gamification elements. The study will examine students' flow experience and learning performance and explore how collaborative processes and interaction mechanisms may contribute to these outcomes. The findings are expected to provide evidence on how different feedback approaches influence students' engagement and learning during AI-supported scenario simulation.
Interventions
BEHAVIORALGamified Feedback
Gamified feedback is delivered following the AI dialogue-based scenario simulation and includes game-related elements such as points, levels, progress indicators, and mission-based features.
BEHAVIORALConventional Formative Feedback
Conventional formative feedback is delivered following the same AI dialogue-based scenario simulation without gamification elements.
Sponsors
Chang Gung University of Science and Technology
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Undergraduate nursing students enrolled in the designated nursing course during the study period. Aged 18 years or older. Willing to participate and providing informed consent.
Exclusion criteria
Students who decline or do not provide informed consent.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Flow Experience | Baseline and immediately after completion of the intervention | Flow experience will be assessed using the 8-item Flow Experience Questionnaire developed by Pearce et al. (2005). Each item is rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicate a greater level of flow experience. Descriptive statistics will be used to examine the distribution and change in flow scores, missing data, and internal consistency. |
| Academic Learning Performance | At the midterm and final examinations during the academic semester | Academic learning performance will be assessed using students' course midterm and final examination scores. Higher scores indicate better academic performance. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Intrinsic Motivation | Baseline and immediately after completion of the intervention | Intrinsic motivation will be assessed using a 25-item version of the Intrinsic Motivation Inventory (IMI), based on the IMI framework of McAuley et al. (1989) and the version adapted by Yin et al. (2021). Items are rated on a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree). The instrument assesses five dimensions: interest/enjoyment, pressure/tension, perceived choice, perceived competence, and perceived value. Reverse-coded items will be recoded before analysis, and each subscale score will be calculated as the mean of its constituent items. |
Countries
Taiwan
Contacts
CONTACTBao Huan Yang, PhD
Outcome results
None listed