Educational ProblemsNCT06118476
The Effect of Education Provided to Nursing Students With 3D Animation on Course Interest, Motivation and Attitude
A study testing 3D animation in people with Educational Problems, run by Sakarya University at 1 site in Turkey (Türkiye).
Trial summary
Along with traditional education methods, it is important to try different methods in order to increase interest, attitude and motivation in the lesson in accordance with the requirements of the age. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Educational Problems
- What is being tested?
- 3D animation
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 117 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 Mar 2023to 20 Oct 2023
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- 2nd year nursing student 18 years and over Voluntarily
Who cannot join
- Students who are not required to attend the course are not included.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Education Provided to Nursing Students With 3D Animation on Course
Along with traditional education methods, it is important to try different methods in order to increase interest, attitude and motivation in the lesson in accordance with the requirements of the age. Our study aimed to examine nursing students' attitudes towards the course in line with the principle of attractiveness in education. The study was conducted between March 2023 and June. The population of the research consists of second year students of Sakarya University, Faculty of Health Sciences, Department of Nursing. In the study, randomization determined which of the branches would be the experimental and control group. The sample of the study consisted of all volunteer students. The experimental group was completed with n:60 and the control group with n:57 students. To ensure homogeneity in the study, care was taken to include different branches in the same class. For consistency between observers, it was conducted in a course conducted by the same instructor. Data collection was conducted online. Participants answered the questions of the introductory information form, Instructional Material Motivation Scale, Course Interest Scale, and Attitude Towards Learning Scale. The post-test was administered to the control group without any intervention. The experimental group was trained and monitored with 3D animation videos every week. The data were evaluated using the IBM SPSS Statistics 23 program.
Read the detailed description
Path Followed in the Study:
Week 1: Separation of Branches randomly Week 1: Experimental and Control Group Pretest Week 6: Final Test after the last training
Data collection tools used in the study:
- Introductory information form: It consists of questions regarding the demographic characteristics of the students.
- Instructional Material Motivation Scale (IMMS) The Instructional Material Motivation Scale (IMMS), developed by Keller (2010) and adapted into Turkish by Dinçer et al. (2016), was developed to measure the effect of teaching materials on students' motivation. The original language of the scale is English. In Keller's original IMMS scale, some of the items were designed as positive and some as negative. Accordingly, items 3, 7, 12, 15, 19, 22, 26, 29, 31 and 34 of the scale (10 items in total) are negative; Other items are positive. IMMS scale is a Likert-type scale consisting of 36 items. Each item on the scale will be scored by students from 1 (Not True) to 5 (Very True). Accordingly, the lowest score on the scale is 36 and the highest score is 180. In the reliability analysis, the reliability coefficient (Cronbach Alpha value) was found to be 0.92.
- Course Interest Scale: Student interest; Course Interest Scale, which was developed to evaluate its relationship with variables such as learning motivation, effective learning, and class participation level, is a 5-point Likert-type measurement tool consisting of 16 items and two sub-dimensions (affective and cognitive interest). The study was adapted by Akın et al. (2015) ( "1" I totally disagree, "2" I disagree, "3" I am undecided, "4" I agree, "5" I totally agree). There are no reverse coded items in the scale. The highest and lowest scores that can be obtained from the scale are 45 and 9, respectively, for the affective interest sub-dimension; 35 and 7 for the cognitive interest sub-dimension. As a result of the analyses, a two-dimensional structure was obtained with factor loadings ranging between .73 and .90. The affective interest sub-dimension of the scale consists of 9 items and the cognitive interest sub-dimension consists of 7 items. Cronbach's alpha internal consistency reliability coefficients of the scale were found to be .95 for the affective interest sub-dimension and .88 for the cognitive interest sub-dimension.
- Attitude Scale towards Learning (ASTL): The scale developed by Çetin et al. was developed to determine the attitudes of students. As a result of all validity and reliability analyses, ASTL includes a total of 34 items. Of these scale items, 25 are positive and 9 are negative. The scale, which is graded in a five-point Likert style, is "Totally Agree", "To a Great extent", "Partly Agree", "I Disagree", "Totally Disagree". The highest attitude score that can be obtained from the scale is 170 and the lowest attitude score is 34. The 9 negative items in the scale are reverse scored. The Cronbach Alpha internal consistency coefficient of the scale was found to be 0.94 for the overall scale.
In the analysis of data; percentile distribution, chi-square, Fisher- Exact test, t-test in independent groups, paired samples t Test were used.
- Conditions
- Educational Problems
- Being tested
- 3D animation
- Keywords
- 3D Animation, Interest, Motivation, Attitude to the Course
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
3D animationBehavioural
Education with 3D animation videos
| Study group | Role | What they receive |
|---|---|---|
| Group trained with 3D animation | Experimental | The experimental group was followed by training with 3D animation videos every week. Receives: Behavioral: 3D animation |
| Control group | No intervention | Lessons were taught with traditional learning method. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Teaching Material Motivation Scale
Teaching Material Motivation Scale Teaching Material Motivation Instructional Material Motivation Scale: It was developed to measure the effect of instructional materials on students' motivation. The scale is a 5-point Likert-type scale consisting of 36 items. Each item in the scale will be scored from 1 (Not True) to 5 (Very True) by the students. Accordingly, the lowest score on the scale is 36, and the highest score is 180. An increase in the score on the scale indicates an increase in motivation.
Measured: Evaluated at the end of 6 weeks
Course interest scale
Developed by (Mazer, 2013) in order to evaluate its relationship with variables such as learning motivation, effective learning, and level of participation in the lesson, the Class Interest Scale is a 5-point Likert-type measurement tool consisting of 16 items and two sub-dimensions (affective and cognitive interest). et al (2015) ("1" Strongly disagree, "2" Disagree, "3" Undecided, "4" Agree, "5" Totally Agree). There is no reverse coded item in the scale. Affective interest sub-dimension of the scale consists of 9 items and cognitive interest sub-dimension consists of 7 items. As the scale score increases, the interest increases.
Measured: Evaluated at the end of 6 weeks
Attitude Scale Towards Learning
Attitude Scale Towards Learning:Attitude Scale Towards Learning: The scale developed by Çetin et al. was developed to determine students' attitudes. As a result of all validity and reliability analyzes, there are 34 items in total. Of these scale items, 25 are positive and 9 are negative. The five-point Likert scale is "Totally Agree", "Strongly Agree", "Partly Agree", "Disagree", "Strongly Disagree". The highest attitude score that can be obtained from the scale is 170 and the lowest attitude score is 34. As the attitude score increases, the positive attitude increases
Measured: Evaluated at the end of 6 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted7 Nov 2023
- Study start1 Mar 2023
- Primary completion20 Jun 2023
- Study completion20 Oct 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Educational ProblemsStudies of the same condition, open and under way.
- More trials run by Sakarya UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 117 participants (actual)
Sponsor and investigators
- Lead sponsor
- Sakarya University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Metin Yildiz, Sakarya University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06118476
- Sponsor's protocol ID
- SakaryaU-metinyildiz-006
- Status last verified
- Oct 2023
- First submitted
- 31 Oct 2023
- Last updated
- 7 Nov 2023
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 7 Nov 2023. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Education Provided to Nursing Students With 3D Animation on Course
- ClinicalTrials.gov ID
- NCT06118476
- Acronym / sponsor ID
- SakaryaU-metinyildiz-006
- Conditions
- Educational Problems
- Keywords
- 3D Animation, Interest, Motivation, Attitude to the Course
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 117 participants (actual)
- Lead sponsor
- Sakarya UniversityUniversity, hospital or other
- Study start
- 1 Mar 2023 (actual)
- Primary completion
- 20 Jun 2023 (actual)
- Study completion
- 20 Oct 2023 (actual)
- First posted
- 7 Nov 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Along with traditional education methods, it is important to try different methods in order to increase interest, attitude and motivation in the lesson in accordance with the requirements of the age. Our study aimed to examine nursing students' attitudes towards the course in line with the principle of attractiveness in education. The study was conducted between March 2023 and June. The population of the research consists of second year students of Sakarya University, Faculty of Health Sciences, Department of Nursing. In the study, randomization determined which of the branches would be the experimental and control group. The sample of the study consisted of all volunteer students. The experimental group was completed with n:60 and the control group with n:57 students. To ensure homogeneity in the study, care was taken to include different branches in the same class. For consistency between observers, it was conducted in a course conducted by the same instructor. Data collection was conducted online. Participants answered the questions of the introductory information form, Instructional Material Motivation Scale, Course Interest Scale, and Attitude Towards Learning Scale. The post-test was administered to the control group without any intervention. The experimental group was trained and monitored with 3D animation videos every week. The data were evaluated using the IBM SPSS Statistics 23 program.
Detailed description
Path Followed in the Study:
Week 1: Separation of Branches randomly Week 1: Experimental and Control Group Pretest Week 6: Final Test after the last training
Data collection tools used in the study:
- Introductory information form: It consists of questions regarding the demographic characteristics of the students.
- Instructional Material Motivation Scale (IMMS) The Instructional Material Motivation Scale (IMMS), developed by Keller (2010) and adapted into Turkish by Dinçer et al. (2016), was developed to measure the effect of teaching materials on students' motivation. The original language of the scale is English. In Keller's original IMMS scale, some of the items were designed as positive and some as negative. Accordingly, items 3, 7, 12, 15, 19, 22, 26, 29, 31 and 34 of the scale (10 items in total) are negative; Other items are positive. IMMS scale is a Likert-type scale consisting of 36 items. Each item on the scale will be scored by students from 1 (Not True) to 5 (Very True). Accordingly, the lowest score on the scale is 36 and the highest score is 180. In the reliability analysis, the reliability coefficient (Cronbach Alpha value) was found to be 0.92.
- Course Interest Scale: Student interest; Course Interest Scale, which was developed to evaluate its relationship with variables such as learning motivation, effective learning, and class participation level, is a 5-point Likert-type measurement tool consisting of 16 items and two sub-dimensions (affective and cognitive interest). The study was adapted by Akın et al. (2015) ( "1" I totally disagree, "2" I disagree, "3" I am undecided, "4" I agree, "5" I totally agree). There are no reverse coded items in the scale. The highest and lowest scores that can be obtained from the scale are 45 and 9, respectively, for the affective interest sub-dimension; 35 and 7 for the cognitive interest sub-dimension. As a result of the analyses, a two-dimensional structure was obtained with factor loadings ranging between .73 and .90. The affective interest sub-dimension of the scale consists of 9 items and the cognitive interest sub-dimension consists of 7 items. Cronbach's alpha internal consistency reliability coefficients of the scale were found to be .95 for the affective interest sub-dimension and .88 for the cognitive interest sub-dimension.
- Attitude Scale towards Learning (ASTL): The scale developed by Çetin et al. was developed to determine the attitudes of students. As a result of all validity and reliability analyses, ASTL includes a total of 34 items. Of these scale items, 25 are positive and 9 are negative. The scale, which is graded in a five-point Likert style, is "Totally Agree", "To a Great extent", "Partly Agree", "I Disagree", "Totally Disagree". The highest attitude score that can be obtained from the scale is 170 and the lowest attitude score is 34. The 9 negative items in the scale are reverse scored. The Cronbach Alpha internal consistency coefficient of the scale was found to be 0.94 for the overall scale.
In the analysis of data; percentile distribution, chi-square, Fisher- Exact test, t-test in independent groups, paired samples t Test were used.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Group trained with 3D animation | Experimental | Behavioral: 3D animationThe experimental group was followed by training with 3D animation videos every week. |
| Control group | No intervention | –Lessons were taught with traditional learning method. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- 2nd year nursing student 18 years and over Voluntarily
Key exclusion criteria (1 listed)
- Students who are not required to attend the course are not included.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| 3D animationEducation with 3D animation videos | Behavioural | Group trained with 3D animation |
Primary outcome
Teaching Material Motivation Scale
Time frame: Evaluated at the end of 6 weeks
Teaching Material Motivation Scale Teaching Material Motivation Instructional Material Motivation Scale: It was developed to measure the effect of instructional materials on students' motivation. The scale is a 5-point Likert-type scale consisting of 36 items. Each item in the scale will be scored from 1 (Not True) to 5 (Very True) by the students. Accordingly, the lowest score on the scale is 36, and the highest score is 180. An increase in the score on the scale indicates an increase in motivation.
Course interest scale
Time frame: Evaluated at the end of 6 weeks
Developed by (Mazer, 2013) in order to evaluate its relationship with variables such as learning motivation, effective learning, and level of participation in the lesson, the Class Interest Scale is a 5-point Likert-type measurement tool consisting of 16 items and two sub-dimensions (affective and cognitive interest). et al (2015) ("1" Strongly disagree, "2" Disagree, "3" Undecided, "4" Agree, "5" Totally Agree). There is no reverse coded item in the scale. Affective interest sub-dimension of the scale consists of 9 items and cognitive interest sub-dimension consists of 7 items. As the scale score increases, the interest increases.
Attitude Scale Towards Learning
Time frame: Evaluated at the end of 6 weeks
Attitude Scale Towards Learning:Attitude Scale Towards Learning: The scale developed by Çetin et al. was developed to determine students' attitudes. As a result of all validity and reliability analyzes, there are 34 items in total. Of these scale items, 25 are positive and 9 are negative. The five-point Likert scale is "Totally Agree", "Strongly Agree", "Partly Agree", "Disagree", "Strongly Disagree". The highest attitude score that can be obtained from the scale is 170 and the lowest attitude score is 34. As the attitude score increases, the positive attitude increases
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 7 Nov 2023.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing 3D animation in people with Educational Problems, run by Sakarya University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 7 Nov 2023. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Teaching Material Motivation Scale (time frame: Evaluated at the end of 6 weeks). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 7 Nov 2023.