Ignite Creation Date:
2024-06-16 @ 11:49 AM
Last Modification Date:
2024-10-26 @ 3:30 PM
Study NCT ID:
NCT06434532
Status:
RECRUITING
Last Update Posted:
2024-05-30
First Post:
2024-01-24
Brief Title:
Exploring the Effectiveness of an Interprofessional Game-based Learning
Sponsor:
The Hong Kong Polytechnic University
Organization:
The Hong Kong Polytechnic University
Study Overview
Official Title:
An Exploratory Study on the v-Care Interprofessional Online Game for Healthcare Students
Status:
RECRUITING
Status Verified Date:
2024-01
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The goal of this waitlist control study is to evaluate the benefits of online game pedagogy to evaluate the readiness of health care students for interprofessional learning in nursing students
Interprofessional IP collaboration is a core competence of health care education to enable effective teamwork and improve health outcomes Taking into account the characteristics of our students and the pragmatic issues v-Care Virtual Care is a novel strategy to deliver Interprofessional Education using gamification Colleagues from nursing SN rehabilitation sciences RS and health technology and informatics HTI will collaborate in the design of v-Care and implement and evaluate it effectiveness in nursing physiotherapy and radiography related subjects
To evaluate the effectiveness of interprofessional learning of the health faculty students using a multi-player point-and-click on line motivational game
Theoretical Framework The v-Care design is based on the Self-Determination Theory SDT and Motivational Gamification
Outcomes
The primary outcome is to improve the readiness for interprofessional learning A peer learning community will be established to improve the motivation to learn based on SDT 1 autonomy 2 competence and 3 relatedness
Interprofessional IP collaboration is a core competence of health care education to enable effective teamwork and improve health outcomes Taking into account the characteristics of our students and the pragmatic issues v-Care Virtual Care is a novel strategy to deliver Interprofessional Education using gamification Colleagues from nursing SN rehabilitation sciences RS and health technology and informatics HTI will collaborate in the design of v-Care and implement and evaluate it effectiveness in nursing physiotherapy and radiography related subjects
To evaluate the effectiveness of interprofessional learning of the health faculty students using a multi-player point-and-click on line motivational game
Theoretical Framework The v-Care design is based on the Self-Determination Theory SDT and Motivational Gamification
Outcomes
The primary outcome is to improve the readiness for interprofessional learning A peer learning community will be established to improve the motivation to learn based on SDT 1 autonomy 2 competence and 3 relatedness
Detailed Description:
BACKGROUND lnterprofessional education is a core competence of health care education to enable effective collaboration and improve health outcomes 1 lnterprofessional Education Collaborative Expert Panel 2011 Numerous initiatives were implemented including the Freshman Seminar for Broad Disciplines in Health Science FS in the undergraduate curriculum IPE was explicitly listed in the FS intended learning outcomes to 1 understand the professional identity of the learners own discipline and the other professionals roles on the health care team and 2 Identify innovative strategies in managing selected major health issues implement using an interprofessional IP collaborations approach and 3 reflect on the experience on interprofessional learning and its implications on lifelong learning and career development Starting from 200223 academic year this subject was replaced by artificial intelligence and data analytics AIDA Since IP is an integral part of the curriculum implementing IPE under other teaching modes such as gamification peer-learning or learner-directed must be reconsidered
Motivational gamification is a strategy rooted in the Self-Determination Theory SDT gamification and micro-learning are the merits much preferred by the millennials in learning This strategy leverages on the millennial characteristics that technology has been embedded to their daily life they enjoy fun and games and are motivated by immediate positive rewards such as points and badges Furthermore they have relatively shorter attention span and enjoy simulation in virtual environments with high quality visuals and graphics Game features such as click-to-reveal drag-and-drop pop quizzes tend to engage the millennial learners As such the proposed project is feasible to improve the learning experience and possibly learning outcomes
AIM To evaluate the effectiveness and impact of interprofessional learning of health faculty students using a multi-player point-and-click on line motivational game A pretest-posttest non-equivalent waitlist control group design was employed
METHOD Convenience sampling was adopted to recruit subjects Inclusion criteria - Participants were recruited from the students who had enrolled in the nursing physiotherapy and radiography subjects Students retaking the subject will be excluded from the study
They were assigned into two study groups according to the tutorial teaching schedule the control and the experimental groups The Control group attended the usual teaching activities paper case study whereas the intervention group participated in the vCare eGame intervention Surveys will be implemented before any learning activities and at the same time for both groups after the intervention group completed the vCare eGame
OUTCOME MEASURES Primary outcome will be measured by the Readiness for Interprofessional Learning Scale 19-items
Secondary outcome on students autonomy will be measured by a 24-items Perceived Peer Autonomy Support Scale and the 18-item Intrinsic Motivation Inventory
Motivational gamification is a strategy rooted in the Self-Determination Theory SDT gamification and micro-learning are the merits much preferred by the millennials in learning This strategy leverages on the millennial characteristics that technology has been embedded to their daily life they enjoy fun and games and are motivated by immediate positive rewards such as points and badges Furthermore they have relatively shorter attention span and enjoy simulation in virtual environments with high quality visuals and graphics Game features such as click-to-reveal drag-and-drop pop quizzes tend to engage the millennial learners As such the proposed project is feasible to improve the learning experience and possibly learning outcomes
AIM To evaluate the effectiveness and impact of interprofessional learning of health faculty students using a multi-player point-and-click on line motivational game A pretest-posttest non-equivalent waitlist control group design was employed
METHOD Convenience sampling was adopted to recruit subjects Inclusion criteria - Participants were recruited from the students who had enrolled in the nursing physiotherapy and radiography subjects Students retaking the subject will be excluded from the study
They were assigned into two study groups according to the tutorial teaching schedule the control and the experimental groups The Control group attended the usual teaching activities paper case study whereas the intervention group participated in the vCare eGame intervention Surveys will be implemented before any learning activities and at the same time for both groups after the intervention group completed the vCare eGame
OUTCOME MEASURES Primary outcome will be measured by the Readiness for Interprofessional Learning Scale 19-items
Secondary outcome on students autonomy will be measured by a 24-items Perceived Peer Autonomy Support Scale and the 18-item Intrinsic Motivation Inventory
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None