Education NursingNCT07090850
The Impact of Puzzles on Learning and Motivation
A study testing Puzzle education group in people with Education Nursing, run by Tarsus University at 1 site in Turkey (Türkiye).
Trial summary
Innovative and interactive techniques are increasingly needed in nursing education to enhance students' comprehension and motivation. Puzzles are among the creative tools that may contribute to improved learning outcomes. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Education Nursing
- What is being tested?
- Puzzle education group
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 70 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 Jan 2024to 30 Jun 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 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Volunteering to participate in the research
- Being 18 years of age or older
- Being a first year student
- Taking the Basic Concepts and Philosophy in Nursing course for the first time
- Not being a student who came via horizontal or vertical transfer
- Not having taken Roper Logan and Tierney's Life Model for Life Activities course
- Not having been absent on the dates when the research data will be collected
Who cannot join
- Not volunteering to participate in the research
- Being under 18 years old
- Not being a first year student
- Being a student who came via horizontal or vertical transfer
- Being a health vocational high school graduate
- Being a student in the intervention group who did not solve the puzzles
- Being a student in the control group who reached the puzzle booklet and were found to have solved the puzzles.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Innovative Approaches in Medical Education: The Impact of Puzzles on Learning and Motivation
Innovative and interactive techniques are increasingly needed in nursing education to enhance students' comprehension and motivation. Puzzles are among the creative tools that may contribute to improved learning outcomes. This research offers practical implications for enhancing curriculum design and teaching practices in nursing education. This situation is aimed at increasing students' participation and motivation in the course.
Research Questions:
- Does the use of puzzles in nursing education improve students' academic achievement?
- Does the use of puzzles enhance students' motivation towards instructional materials?
Read the detailed description
There are minimal studies on the use of puzzles in the literature. On the other hand, the importance of using puzzles as a teaching technique in education is increasing daily. This study evaluated the effect of using puzzles as a teaching technique in a nursing practice course. Despite the increasing importance of using puzzles in education, the limited research in nursing education shows the gap in this field. Especially with this technique, the student's knowledge level is expected to increase, and learning will be permanent in a critically important course in which nursing practices are taught. On the other hand, learning will become fun using the puzzle.
- Conditions
- Education Nursing
- Being tested
- Puzzle education group
- Keywords
- Nursing education, puzzle, academic achievement, motivation, randomized controlled trial
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Puzzle education groupBehavioural
It was evaluated the effect of using puzzles as a teaching technique in a nursing practice course.
| Study group | Role | What they receive |
|---|---|---|
| Puzzle education group | Experimental | In the first stage, all students were explained about the research, and their consent was obtained. "Personal Information Form" was filled in by the students whose informed consents were obtained and who agreed to participate in the study under observation in the classroom environment. Then, the "Achievement Test 1" and the "IMTS" were administered to all students as a pretest. In the second stage, Roper Logan and Tierney's Life Model for Life Activities was taught interactively to all students by the same instructors for 2 hours for 1 week. The puzzle booklet previously created for this study was used in the third stage. The researchers made this booklet. In the fifth stage, "Achievement Test 2" was administered to the students in both the intervention and control groups 1 week after the training, and "IMTS" was administered as a post-test. Receives: Behavioral: Puzzle education group |
| Control Group | No intervention | In the first stage, all students were explained about the research, and their consent was obtained. "Personal Information Form" was filled in by the students whose informed consents were obtained and who agreed to participate in the study under observation in the classroom environment. Then, the "Achievement Test 1" and the "IMTS" were administered to all students as a pretest. In the second stage, Roper Logan and Tierney's Life Model for Life Activities was taught interactively to all students by the same instructors for 2 hours for 1 week. In the Control Group (Branch A), routine lecturing continued without intervention in the fourth stage. In the fifth stage, "Achievement Test 2" was administered to the students in both the intervention and control groups 1 week after the training, and "IMTS" was administered as a post-test. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Personal Information Form
This form was prepared by the researchers in line with the literature and includes questions questioning the demographic characteristics of the students such as age, gender, socioeconomic level, etc. This form was used before the training.
Measured: 10 minutes
Achievement Test 1
It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used before the training.
Measured: 20 minutes
Motivation Scale for Instructional Material
It was used to measure motivations regarding instructional material. The scale was a 33-item, 5-point Likert type. The highest score that was obtained from the entire scale was 165, and the lowest score was 33. This form was used before and after the training.
Measured: 10 minutes
Achievement Test 2
It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used after the training.
Measured: 20 minutes
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted29 Jul 2025
- Study start1 Jan 2024
- Primary completion30 Jun 2024
- Study completion30 Jun 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Education NursingStudies 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
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 70 participants (actual)
Sponsor and investigators
- Lead sponsor
- Tarsus University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Nadiye BARIŞ EREN, Tarsus University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07090850
- Sponsor's protocol ID
- TarsusU-NBARISEREN-005
- Status last verified
- Jul 2025
- First submitted
- 21 Jul 2025
- Last updated
- 29 Jul 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Eren NB, Ciftci B. Active learning-based reinforcement in nursing education: a cluster-randomized controlled trial using Roper, Logan and Tierney's life model. Rev Esc Enferm USP. 2026 Sep 7;60:e20260022. doi: 10.1590/1980-220X-REEUSP-2026-0022en. eCollection 2026. English, Spanish.
PubMed 42714951
Study at a glance
From the registry record, last updated by the sponsor on 29 Jul 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Innovative Approaches in Medical Education: The Impact of Puzzles on Learning and Motivation
- ClinicalTrials.gov ID
- NCT07090850
- Acronym / sponsor ID
- TarsusU-NBARISEREN-005
- Conditions
- Education Nursing
- Keywords
- Nursing education, puzzle, academic achievement, motivation, randomized controlled trial
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 70 participants (actual)
- Lead sponsor
- Tarsus UniversityUniversity, hospital or other
- Study start
- 1 Jan 2024 (actual)
- Primary completion
- 30 Jun 2024 (actual)
- Study completion
- 30 Jun 2024 (actual)
- First posted
- 29 Jul 2025 (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.
Innovative and interactive techniques are increasingly needed in nursing education to enhance students' comprehension and motivation. Puzzles are among the creative tools that may contribute to improved learning outcomes. This research offers practical implications for enhancing curriculum design and teaching practices in nursing education. This situation is aimed at increasing students' participation and motivation in the course.
Research Questions:
- Does the use of puzzles in nursing education improve students' academic achievement?
- Does the use of puzzles enhance students' motivation towards instructional materials?
Detailed description
There are minimal studies on the use of puzzles in the literature. On the other hand, the importance of using puzzles as a teaching technique in education is increasing daily. This study evaluated the effect of using puzzles as a teaching technique in a nursing practice course. Despite the increasing importance of using puzzles in education, the limited research in nursing education shows the gap in this field. Especially with this technique, the student's knowledge level is expected to increase, and learning will be permanent in a critically important course in which nursing practices are taught. On the other hand, learning will become fun using the puzzle.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Puzzle education group | Experimental | Behavioral: Puzzle education groupIn the first stage, all students were explained about the research, and their consent was obtained. "Personal Information Form" was filled in by the students whose informed consents were obtained and who agreed to participate in the study under observation in the classroom environment. Then, the "Achievement Test 1" and the "IMTS" were administered to all students as a pretest. In the second stage, Roper Logan and Tierney's Life Model for Life Activities was taught interactively to all students by the same instructors for 2 hours for 1 week. The puzzle booklet previously created for this study was used in the third stage. The researchers made this booklet. In the fifth stage, "Achievement Test 2" was administered to the students in both the intervention and control groups 1 week after the training, and "IMTS" was administered as a post-test. |
| Control Group | No intervention | –In the first stage, all students were explained about the research, and their consent was obtained. "Personal Information Form" was filled in by the students whose informed consents were obtained and who agreed to participate in the study under observation in the classroom environment. Then, the "Achievement Test 1" and the "IMTS" were administered to all students as a pretest. In the second stage, Roper Logan and Tierney's Life Model for Life Activities was taught interactively to all students by the same instructors for 2 hours for 1 week. In the Control Group (Branch A), routine lecturing continued without intervention in the fourth stage. In the fifth stage, "Achievement Test 2" was administered to the students in both the intervention and control groups 1 week after the training, and "IMTS" was administered as a post-test. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (7 listed)
- Volunteering to participate in the research
- Being 18 years of age or older
- Being a first year student
- Taking the Basic Concepts and Philosophy in Nursing course for the first time
- Not being a student who came via horizontal or vertical transfer
Key exclusion criteria (7 listed)
- Not volunteering to participate in the research
- Being under 18 years old
- Not being a first year student
- Being a student who came via horizontal or vertical transfer
- Being a health vocational high school graduate
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 |
|---|---|---|
| Puzzle education groupIt was evaluated the effect of using puzzles as a teaching technique in a nursing practice course. | Behavioural | Puzzle education group |
Primary outcome
Personal Information Form
Time frame: 10 minutes
This form was prepared by the researchers in line with the literature and includes questions questioning the demographic characteristics of the students such as age, gender, socioeconomic level, etc. This form was used before the training.
Achievement Test 1
Time frame: 20 minutes
It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used before the training.
Motivation Scale for Instructional Material
Time frame: 10 minutes
It was used to measure motivations regarding instructional material. The scale was a 33-item, 5-point Likert type. The highest score that was obtained from the entire scale was 165, and the lowest score was 33. This form was used before and after the training.
Achievement Test 2
Time frame: 20 minutes
It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used after the training.
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 29 Jul 2025.
- Derived from this study: PubMed 42714951Eren NB, Ciftci B. Active learning-based reinforcement in nursing education: a cluster-randomized controlled trial using Roper, Logan and Tierney's life model. Rev Esc Enferm USP. 2026 Sep 7;60:e20260022. doi: 10.1590/1980-220X-REEUSP-2026-0022en. eCollection 2026. English, Spanish.
- Individual participant dataSharing planned: No
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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 Puzzle education group in people with Education Nursing, run by Tarsus 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 7 inclusion and 7 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 29 Jul 2025. 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?
Personal Information Form (time frame: 10 minutes). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07090850, which also lists 1 linked publication.
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 29 Jul 2025.