Smart ClassroomNCT06455865
Efficacy of TPACK-Based Instruction in an Information Resources Course for Nursing Students
A study testing TPACK-Based Blended Learning Instruction in people with Smart Classroom and Nursing Education, run by Xu Tao at 1 site in China.
Trial summary
Study Purpose The purpose of this study is to evaluate the effectiveness of a blended teaching approach based on the TPACK framework in improving the skills of master\'s degree nursing students in retrieving and using network information resources. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Smart Classroom, Nursing Education
- What is being tested?
- TPACK-Based Blended Learning Instruction
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 91 participants
- Where
- 1 siteChina
- Study dates
- 1 Dec 2023to 19 Dec 2024
- 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 Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Master's degree students enrolled in the nursing program at the participating university.
- Students who have completed the prerequisite courses relevant to the Network Information Resources Retrieval and Usage course.
- Students who have provided written informed consent to participate in the study.
- Students with regular access to the internet and necessary technological devices for participating in online components of the course.
Who cannot join
- Students who have previously completed a similar course or have extensive prior experience with network information resources retrieval and usage.
- Students who are unable to commit to the course schedule and requirements due to personal or professional reasons.
- Students with known learning disabilities or conditions that might interfere with their ability to complete the course assessments, unless they receive appropriate accommodations.
- Students who withdraw consent at any point during the study.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Efficacy of TPACK Framework-Based Instruction in a Network Information Resources Retrieval and Usage Course: A Quasi-Experiment Among Master's Degree Nursing Students
Study Purpose The purpose of this study is to evaluate the effectiveness of a blended teaching approach based on the TPACK framework in improving the skills of master\'s degree nursing students in retrieving and using network information resources. The TPACK framework integrates Technology, Pedagogy, and Content Knowledge to enhance teaching and learning experiences.
Study Content and Implementation Plan
Read more
This study involves a combination of online and offline teaching methods to help nursing students better understand and utilize various information resources. The main components of the study include:
- Knowledge Mastery Survey: Students will be assessed on their understanding of the course content using a specially designed survey.
- Resource Effectiveness Evaluation: The study will measure how helpful students find the different resources used in the course, such as videos, PPTs, and assignments.
- Skill Improvement Assessment: The study will evaluate the extent to which the course helps improve students\' abilities in areas like literature search, document management, and academic writing.
- Student Satisfaction Survey: Students will provide feedback on their satisfaction with the course through a comprehensive survey.
By implementing these measures, the study aims to minimize any negative effects on students and maximize their learning outcomes in a safe and supportive environment.
Read the detailed description
This study evaluates the effectiveness of a TPACK (Technological Pedagogical Content Knowledge) framework-based instructional approach in a course on Network Information Resources Retrieval and Usage among master's degree nursing students. The research employs a quasi-experimental design to compare the outcomes of an intervention group, which receives TPACK-based blended learning, with a control group that experiences traditional face-to-face instruction.
This study aims to provide evidence on the efficacy of the TPACK-based blended learning approach in enhancing educational outcomes in nursing education.
- Conditions
- Smart Classroom, Nursing Education
- Being tested
- TPACK-Based Blended Learning Instruction
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
TPACK-Based Blended Learning InstructionOther
Also called experimental group
The control group employed traditional in-person teaching methods, including face-to-face classroom instruction, reading from printed textbooks, and completing homework assignments. The curriculum covered the fundamental theories and skills related to information resource retrieval and usage but did not specifically utilize the TPACK framework. Students primarily received lectures and guidance from the instructor during class and completed assignments and learning tasks independently after class.
| Study group | Role | What they receive |
|---|---|---|
| experimental group | Experimental | The intervention group received instruction based on the TPACK (Technological Pedagogical Content Knowledge) framework, incorporating a blended learning approach that combined online and offline methods. The curriculum included the same fundamental theories and skills as the control group but integrated digital tools and resources. Online components consisted of interactive MOOC videos, online assignments, peer assessments, and real-time virtual discussions via platforms like DingTalk. Offline components included traditional face-to-face classroom sessions, hands-on practice, group discussions, and collaborative projects. The blended approach aimed to enhance students' engagement and understanding by leveraging technology to facilitate a more interactive and flexible learning experience. Receives: Other: TPACK-Based Blended Learning Instruction |
| control group | No intervention | The control group employed traditional in-person teaching methods, including face-to-face classroom instruction, reading from printed textbooks, and completing homework assignments. The curriculum covered the fundamental theories and skills related to information resource retrieval and usage but did not specifically utilize the TPACK framework. Students primarily received lectures and guidance from the instructor during class and completed assignments and learning tasks independently after class. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Mastery of knowledge
The Knowledge Mastery Scale was used to evaluate students' knowledge mastery. Through a process of revision informed by the course objectives and content, a final version consisting of 12 items was developed. Participants rated their level of mastery based on their course experiences, with higher scores indicating greater mastery. Example item: "Please evaluate your level of mastery of the course content based on your personal experiences. Choose the option that best reflects your understanding on a scale of 1 to 5."
Measured: 3 monthes
Secondary outcomes (1)
Effectiveness of resources
To find out how much the students perceived the resources used in the course to be helpful in understanding and mastering the course content. The questionnaire was based on a 7-point Likert scale, with scores from 1 to 7 indicating "very unhelpful", "unhelpful", "rather unhelpful", "average", "fairly helpful", "helpful", and "very helpful", with higher scores indicating that the higher the score, the more helpful the resource is perceived by the students.
Measured: 3 monthes
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted12 Jun 2024
- Study start1 Dec 2023
- Primary completion19 Nov 2024
- Study completion19 Dec 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Smart ClassroomStudies of the same condition, open and under way.
- 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
- Other
- Allocation
- Non-randomised
- Intervention model
- Factorial
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 91 participants (actual)
Sponsor and investigators
- Lead sponsor
- Xu Tao
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Xu Tao, Hangzhou Normal University
- Investigators
- Tao Xu, Study chair, Hangzhou Normal University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06455865
- Sponsor's protocol ID
- 2024XG0014
- Status last verified
- May 2026
- First submitted
- 3 Jun 2024
- Last updated
- 20 May 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 20 May 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Efficacy of TPACK Framework-Based Instruction in a Network Information Resources Retrieval and Usage Course: A Quasi-Experiment Among Master's Degree Nursing Students
- ClinicalTrials.gov ID
- NCT06455865
- Acronym / sponsor ID
- 2024XG0014
- Conditions
- Smart Classroom, Nursing Education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 91 participants (actual)
- Lead sponsor
- Xu TaoUniversity, hospital or other
- Study start
- 1 Dec 2023 (actual)
- Primary completion
- 19 Nov 2024 (actual)
- Study completion
- 19 Dec 2024 (actual)
- First posted
- 12 Jun 2024 (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.
Study Purpose The purpose of this study is to evaluate the effectiveness of a blended teaching approach based on the TPACK framework in improving the skills of master\'s degree nursing students in retrieving and using network information resources. The TPACK framework integrates Technology, Pedagogy, and Content Knowledge to enhance teaching and learning experiences.
Study Content and Implementation Plan
This study involves a combination of online and offline teaching methods to help nursing students better understand and utilize various information resources. The main components of the study include:
- Knowledge Mastery Survey: Students will be assessed on their understanding of the course content using a specially designed survey.
- Resource Effectiveness Evaluation: The study will measure how helpful students find the different resources used in the course, such as videos, PPTs, and assignments.
- Skill Improvement Assessment: The study will evaluate the extent to which the course helps improve students\' abilities in areas like literature search, document management, and academic writing.
- Student Satisfaction Survey: Students will provide feedback on their satisfaction with the course through a comprehensive survey.
By implementing these measures, the study aims to minimize any negative effects on students and maximize their learning outcomes in a safe and supportive environment.
Detailed description
This study evaluates the effectiveness of a TPACK (Technological Pedagogical Content Knowledge) framework-based instructional approach in a course on Network Information Resources Retrieval and Usage among master's degree nursing students. The research employs a quasi-experimental design to compare the outcomes of an intervention group, which receives TPACK-based blended learning, with a control group that experiences traditional face-to-face instruction.
This study aims to provide evidence on the efficacy of the TPACK-based blended learning approach in enhancing educational outcomes in nursing education.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Factorial
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| experimental group | Experimental | Other: TPACK-Based Blended Learning InstructionThe intervention group received instruction based on the TPACK (Technological Pedagogical Content Knowledge) framework, incorporating a blended learning approach that combined online and offline methods. The curriculum included the same fundamental theories and skills as the control group but integrated digital tools and resources. Online components consisted of interactive MOOC videos, online assignments, peer assessments, and real-time virtual discussions via platforms like DingTalk. Offline components included traditional face-to-face classroom sessions, hands-on practice, group discussions, and collaborative projects. The blended approach aimed to enhance students' engagement and understanding by leveraging technology to facilitate a more interactive and flexible learning experience. |
| control group | No intervention | –The control group employed traditional in-person teaching methods, including face-to-face classroom instruction, reading from printed textbooks, and completing homework assignments. The curriculum covered the fundamental theories and skills related to information resource retrieval and usage but did not specifically utilize the TPACK framework. Students primarily received lectures and guidance from the instructor during class and completed assignments and learning tasks independently after class. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (4 listed)
- Master's degree students enrolled in the nursing program at the participating university.
- Students who have completed the prerequisite courses relevant to the Network Information Resources Retrieval and Usage course.
- Students who have provided written informed consent to participate in the study.
- Students with regular access to the internet and necessary technological devices for participating in online components of the course.
Key exclusion criteria (4 listed)
- Students who have previously completed a similar course or have extensive prior experience with network information resources retrieval and usage.
- Students who are unable to commit to the course schedule and requirements due to personal or professional reasons.
- Students with known learning disabilities or conditions that might interfere with their ability to complete the course assessments, unless they receive appropriate accommodations.
- Students who withdraw consent at any point during the study.
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 |
|---|---|---|
| TPACK-Based Blended Learning InstructionAlso: experimental groupThe control group employed traditional in-person teaching methods, including face-to-face classroom instruction, reading from printed textbooks, and completing homework assignments. The curriculum covered the fundamental theories and skills related to information resource retrieval and usage but did not specifically utilize the TPACK framework. Students primarily received lectures and guidance from the instructor during class and completed assignments and learning tasks independently after class. | Other | experimental group |
Primary outcome
Mastery of knowledge
Time frame: 3 monthes
The Knowledge Mastery Scale was used to evaluate students' knowledge mastery. Through a process of revision informed by the course objectives and content, a final version consisting of 12 items was developed. Participants rated their level of mastery based on their course experiences, with higher scores indicating greater mastery. Example item: "Please evaluate your level of mastery of the course content based on your personal experiences. Choose the option that best reflects your understanding on a scale of 1 to 5."
1 secondary outcome
Effectiveness of resources
Time frame: 3 monthes
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 20 May 2026.
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.
Tao Xu study chair
Hangzhou Normal University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing TPACK-Based Blended Learning Instruction in people with Smart Classroom and Nursing Education, run by Xu Tao at 1 site in China.
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 4 inclusion and 4 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 20 May 2026. 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 China. 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?
Mastery of knowledge (time frame: 3 monthes). 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 20 May 2026; AzTrials last refreshed its copy on 6 Nov 2026.