GamificationNCT07125131
Gamification-Enhanced Problem-Based Learning
A study testing Gamification-Enhanced Problem-Based Learning and Conventional didactic lecture (usual practice) in people with Gamification and Nursing Education, run by The University of Hong Kong at 1 site in Hong Kong.
Trial summary
The goal of this randomized controlled trial is to compare the effects of "Gamification-Enhanced Problem-Based Learning" and a lecturing approach on critical thinking disposition, metacognitive awareness and clinical competence among nursing students of enrolled nurse in higher diploma education in Hong Kong. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Gamification, Nursing Education
- What is being tested?
- Gamification-Enhanced Problem-Based Learning and Conventional didactic lecture (usual practice)
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 100 participants
- Where
- 1 siteHong Kong
- Study dates
- 13 Dec 2024to 28 Feb 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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
- aged 18 or above;
- year 2 nursing students from full-time program;
- education level post-secondary school or above;
- consent given to participate voluntarily in this study;
- participants who could read and write Chinese.
Who cannot join
- healthcare working experience prior to enrollment into the undergraduate nursing program;
- repeater.
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Hong Kong1 site, 1 recruiting
- Recruiting
School of Nursing, Hong Kong Sanatorium & Hospital
Hong Kong, 852
Wing Yee Tun, MNurs, 852 29175919, elisatun@connect.hku.hk
Wing Yee Tun, MNurs
About this study
Official title: Effects of "Gamification-Enhanced Problem-Based Learning" on Critical Thinking Disposition, Metacognitive Awareness and Clinical Competence Among Nursing Students in Hong Kong
The goal of this randomized controlled trial is to compare the effects of "Gamification-Enhanced Problem-Based Learning" and a lecturing approach on critical thinking disposition, metacognitive awareness and clinical competence among nursing students of enrolled nurse in higher diploma education in Hong Kong. The main questions it aims to answer are:
- What is the level of critical thinking disposition, metacognitive awareness and clinical competence of nursing students of enrolled nurse in higher diploma education in Hong Kong?
- What is the relationship of clinical competence is related to critical thinking disposition and metacognitive awareness among nursing students of enrolled nurse in higher diploma education in HK?
- What are the effects of "Gamification-Enhanced Problem-Based Learning" and lecturing approach on critical thinking disposition, metacognitive awareness and clinical competence among nursing students of enrolled nurse in higher diploma education in Hong Kong?
Participants will receive five sessions of "Gamification-Enhanced Problem-Based Learning" for five weeks.
Read the detailed description
A "Gamification-Enhanced Problem-Based Learning" will be provided to the nursing students in a face-to-face format in a local nursing school over five weeks. The duration of each session is 90 mins. The program will take place outside regular class teaching hours and does not contribute to any academic grade points.
The problem-based learning was gamified by designing five levels of authentic clinical cases with increasing difficulties were developed for the program to reflect the clinical situations in real life. Pre-reading materials, which are relevant to the clinical cases, will be given to the participants through an online learning platform one week before each session to support students' learning. The participants, randomly allocated in a group of 4-6 individuals, will work collaboratively to solve the clinical case presented. The process of problem-based learning will be facilitated by a nurse educator. Participants will be allowed to use digital devices e.g. iPad for online resources. Within the one-hour time limit, participants have to put their thinking into action through role-play in the nursing laboratory. The participants will randomly pick their roles e.g. patient's daughter, nurse-in-charge, wound care nurse, observer etc. A patient simulator will be act as a patient to ensure consistency for each group. Relevant medical equipment will be provided to further enhance the immersive experiences. A 20 mins debriefing session will be conducted to consolidate their learning and provide feedback. After completion of a case, a digital badge will be issued to the participants through the online learning platform.
The time used to solve each case will be recorded and converted into score, displaying in leaderboard each week in the online learning platform. The fastest group will be the winner of the program and a certificate of champion will be issued. For those participants who completed all cases will also be awarded a certificate of completion.
- Conditions
- Gamification, Nursing Education
- Being tested
- Gamification-Enhanced Problem-Based Learning, Conventional didactic lecture (usual practice)
- Keywords
- gamification
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Gamification-Enhanced Problem-Based LearningOther
An educational intervention combines principles of problem-based learning (PBL) with game design elements including scores, leaderboards, digital badges, challenges, immersive experiences, feedback and rewards into problem-based learning.
Conventional didactic lecture (usual practice)Other
A didactic teaching approach in which course content is delivered to nursing students primarily through PowerPoint presentation by lecturer.
| Study group | Role | What they receive |
|---|---|---|
| Gamification-Enhanced Problem-Based Learning | Experimental | Five weekly gamification-enhanced problem-based learning program Receives: Other: Gamification-Enhanced Problem-Based Learning |
| Lecture | Other | Conventional teaching (didactic lectures) delivered by PowerPoint presentation Receives: Other: Conventional didactic lecture (usual practice) |
What is being measured
The primary outcome is the main question the study is designed to answer.
Critical thinking disposition
The critical thinking disposition will be measured by The California Critical Thinking Disposition Inventory (CCTDI). It is a 75-item scale tool with seven subscales: "Truth-seeking", "Open-mindedness", "Analyticity", "Systematicity", "Confidence in reasoning", "Inquisitiveness" and "Maturity of judgment".
Measured: Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 9
Secondary outcomes (2)
Metacognitive awareness
Metacognitive awareness will be measured by Metacognitive Awareness Inventory (MAI). It is a 52-item Likert scale tool with two subscales: "knowledge of cognition" (17 items) and "regulation of cognition" (35 items).
Measured: Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 9
Clinical competence
The clinical competence will be measured by the Nurse Professional Competence Scale Short Form (NPC Scale-SF). It is a 35-item Likert scale tool with six subscales: "Nursing Care", "Value-based Nursing Care", "Medical and Technical Care", "Care Pedagogics", "Documentation and Administration of Nursing Care", and "Development, Leadership, and Organization of Nursing Care".
Measured: Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 9
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 Aug 2025
- Study start13 Dec 2024
- Primary completion28 Feb 2026 (estimated)
- Study completion28 Feb 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for GamificationStudies of the same condition, open and under way.
- More trials run by The University of Hong KongThe 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 100 participants (estimated)
Sponsor and investigators
- Lead sponsor
- The University of Hong Kong
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Wing Yee Tun, MNurs, Principal investigator, Hong Kong Sanatorium & Hospital
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07125131
- Sponsor's protocol ID
- UW 24-673
- Status last verified
- Jul 2025
- First submitted
- 8 Aug 2025
- Last updated
- 15 Aug 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 15 Aug 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of "Gamification-Enhanced Problem-Based Learning" on Critical Thinking Disposition, Metacognitive Awareness and Clinical Competence Among Nursing Students in Hong Kong
- ClinicalTrials.gov ID
- NCT07125131
- Acronym / sponsor ID
- UW 24-673
- Conditions
- Gamification, Nursing Education
- Keywords
- gamification
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 100 participants (estimated)
- Lead sponsor
- The University of Hong KongUniversity, hospital or other
- Study start
- 13 Dec 2024 (actual)
- Primary completion
- 28 Feb 2026 (estimated)
- Study completion
- 28 Feb 2026 (estimated)
- First posted
- 15 Aug 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.
The goal of this randomized controlled trial is to compare the effects of "Gamification-Enhanced Problem-Based Learning" and a lecturing approach on critical thinking disposition, metacognitive awareness and clinical competence among nursing students of enrolled nurse in higher diploma education in Hong Kong. The main questions it aims to answer are:
- What is the level of critical thinking disposition, metacognitive awareness and clinical competence of nursing students of enrolled nurse in higher diploma education in Hong Kong?
- What is the relationship of clinical competence is related to critical thinking disposition and metacognitive awareness among nursing students of enrolled nurse in higher diploma education in HK?
- What are the effects of "Gamification-Enhanced Problem-Based Learning" and lecturing approach on critical thinking disposition, metacognitive awareness and clinical competence among nursing students of enrolled nurse in higher diploma education in Hong Kong?
Participants will receive five sessions of "Gamification-Enhanced Problem-Based Learning" for five weeks.
Detailed description
A "Gamification-Enhanced Problem-Based Learning" will be provided to the nursing students in a face-to-face format in a local nursing school over five weeks. The duration of each session is 90 mins. The program will take place outside regular class teaching hours and does not contribute to any academic grade points.
The problem-based learning was gamified by designing five levels of authentic clinical cases with increasing difficulties were developed for the program to reflect the clinical situations in real life. Pre-reading materials, which are relevant to the clinical cases, will be given to the participants through an online learning platform one week before each session to support students' learning. The participants, randomly allocated in a group of 4-6 individuals, will work collaboratively to solve the clinical case presented. The process of problem-based learning will be facilitated by a nurse educator. Participants will be allowed to use digital devices e.g. iPad for online resources. Within the one-hour time limit, participants have to put their thinking into action through role-play in the nursing laboratory. The participants will randomly pick their roles e.g. patient's daughter, nurse-in-charge, wound care nurse, observer etc. A patient simulator will be act as a patient to ensure consistency for each group. Relevant medical equipment will be provided to further enhance the immersive experiences. A 20 mins debriefing session will be conducted to consolidate their learning and provide feedback. After completion of a case, a digital badge will be issued to the participants through the online learning platform.
The time used to solve each case will be recorded and converted into score, displaying in leaderboard each week in the online learning platform. The fastest group will be the winner of the program and a certificate of champion will be issued. For those participants who completed all cases will also be awarded a certificate of completion.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Gamification-Enhanced Problem-Based Learning | Experimental | Other: Gamification-Enhanced Problem-Based LearningFive weekly gamification-enhanced problem-based learning program |
| Lecture | Other | Other: Conventional didactic lecture (usual practice)Conventional teaching (didactic lectures) delivered by PowerPoint presentation |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (5 listed)
- aged 18 or above;
- year 2 nursing students from full-time program;
- education level post-secondary school or above;
- consent given to participate voluntarily in this study;
- participants who could read and write Chinese.
Key exclusion criteria (2 listed)
- healthcare working experience prior to enrollment into the undergraduate nursing program;
- repeater.
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 |
|---|---|---|
| Gamification-Enhanced Problem-Based LearningAn educational intervention combines principles of problem-based learning (PBL) with game design elements including scores, leaderboards, digital badges, challenges, immersive experiences, feedback and rewards into problem-based learning. | Other | Gamification-Enhanced Problem-Based Learning |
| Conventional didactic lecture (usual practice)A didactic teaching approach in which course content is delivered to nursing students primarily through PowerPoint presentation by lecturer. | Other | Lecture |
Primary outcome
Critical thinking disposition
Time frame: Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 9
The critical thinking disposition will be measured by The California Critical Thinking Disposition Inventory (CCTDI). It is a 75-item scale tool with seven subscales: "Truth-seeking", "Open-mindedness", "Analyticity", "Systematicity", "Confidence in reasoning", "Inquisitiveness" and "Maturity of judgment".
2 secondary outcomes
Metacognitive awareness
Time frame: Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 9
Clinical competence
Time frame: Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 9
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 15 Aug 2025.
- Individual participant dataSharing planned: No
Related trials for Gamification
Not yet recruiting
Gamified Home-Based Core Neuromuscular Training for Chronic Low Back Pain
Low Back Pain, Core Muscles
Enrolling by invitation
Investigation of a Patient Support Intervention for Statin Medication Adherence
Medication Adherence
Recruiting
Choose Myself (Before) Losing Myself
Dementia (Diagnosis), Mild Cognitive Impairment
Not yet recruiting
Comparison of Escape Room and Branching Scenario Games in Nursing Education
Gender Prediction, Dating Violence
Not yet recruiting
Gamified Versus Regular Exercise Snacks on Stationary Bikes, as One 10-Minute or Two 5-Minute Sessions a Day, for Children in an Inclusive Primary School
Exercise, Sedentary Behavior
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.
Wing Yee Tun, MNurs principal investigator
Hong Kong Sanatorium & Hospital
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Gamification-Enhanced Problem-Based Learning and Conventional didactic lecture (usual practice) in people with Gamification and Nursing Education, run by The University of Hong Kong at 1 site in Hong Kong.
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 5 inclusion and 2 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: looking for participants now, as of the sponsor's last update on 15 Aug 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 Hong Kong. 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?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Wing Yee Tun, MNurs (852 29175919, elisatun@connect.hku.hk), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Critical thinking disposition (time frame: Baseline, immediate after the intervention at week 5, and one month after the completion of intervention at week 9). 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 15 Aug 2025.