Nursing EducationNCT07204899
Digital Escape Room Game for Hypovolemic Shock Management
A study testing Play digital escape room game in people with Nursing Education and Hypovolemic Shock, run by Baskent University at 1 site in Turkey (Türkiye).
Trial summary
Background: Digital escape room games have emerged as innovative pedagogical tools in nursing education, providing immersive and engaging learning experiences. Although their use has expanded to various topics, little is known about their impact in teaching the management of life-threatening emergencies such as… Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Education, Hypovolemic Shock
- What is being tested?
- Play digital escape room game
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 60 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 10 Jun 2025to 30 Jul 2025
- 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
- Being in the 3rd year of the nursing undergraduate program,
- Having signed the voluntary consent form.
Who cannot join
- Having any health problems that would prevent the continuation of the study, • Requesting to withdraw from the study voluntarily.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Digital Escape Room Game for Hypovolemic Shock Management: A Mixed-Methods Study in Nursing Education
Background: Digital escape room games have emerged as innovative pedagogical tools in nursing education, providing immersive and engaging learning experiences. Although their use has expanded to various topics, little is known about their impact in teaching the management of life-threatening emergencies such as hypovolemic shock.
Aim: To evaluate the effects of a digital escape room game on nursing students' knowledge, satisfaction, and perceptions of hypovolemic shock management.
Read more
Methods: An explanatory sequential mixed-methods design was employed. In the quantitative phase, a randomized controlled trial was conducted with 55 third-year nursing students assigned to an intervention group (digital escape room) or a control group (traditional lecture). Knowledge levels were assessed at three time points, and the GAMEX scale measured game experiences. In the qualitative phase, focus group interviews were conducted with 12 students from the intervention group to explore experiences in greater depth. Quantitative data were analyzed using repeated-measures ANOVA, and qualitative data were analyzed thematically.
Results: Quantitative findings revealed no statistically significant differences in knowledge scores between the groups over time. However, students in the intervention group reported high levels of enjoyment, motivation, and creative thinking. Qualitative results indicated that the digital escape room reinforced theoretical knowledge, promoted reflection on knowledge gaps, and enhanced critical thinking, problem-solving, and clinical decision-making. Students also emphasized that the game simulated the pressure of real clinical environments, enabling them to practice rapid responses in a safe, engaging context.
Conclusion: Although no significant improvements in knowledge scores were detected, the digital escape room offered substantial educational benefits by strengthening motivation, engagement, and higher-level competencies. It may serve as an innovative complementary strategy to traditional teaching in nursing education.
Read the detailed description
Study Rationale Traditional lecture-based methods may be limited in preparing nursing students for the complex and time-sensitive decision-making required in managing hypovolemic shock. Digital escape room games provide an immersive, interactive environment where learners collaborate to solve problems under time pressure, simulating aspects of real clinical practice. This innovative format has been applied in various areas of health education, but its impact on teaching emergency management skills such as hypovolemic shock remains underexplored. The present study was designed to evaluate the effectiveness of a digital escape room game in enhancing knowledge, motivation, and higher-order cognitive competencies in nursing students.
Study Design An explanatory sequential mixed-methods design was implemented, combining a randomized controlled trial with a qualitative follow-up phase. The quantitative component compared a digital escape room intervention with a traditional lecture, while the qualitative component explored students' perceptions and experiences in greater depth. This design was selected to capture both measurable outcomes and the underlying mechanisms by which the intervention influenced learning.
Participants Participants were third-year undergraduate nursing students enrolled in a medical-surgical nursing course. A total of 55 students consented to participate and were randomly assigned to either the intervention group (digital escape room) or the control group (lecture). A subsample of 12 students from the intervention arm participated in focus group interviews to provide qualitative insights.
Intervention Model
Experimental Group: Students participated in a digital escape room game specifically developed to teach hypovolemic shock management. The game required students to collaboratively identify clues, apply theoretical knowledge, and make time-pressured decisions to "escape" by stabilizing the patient scenario.
Control Group: Students received a traditional didactic lecture covering the same content on hypovolemic shock management.
Outcome Measures
Primary Outcome: Knowledge of hypovolemic shock, assessed using a structured test administered at three time points (pretest, immediate posttest, and follow-up).
Secondary Outcomes: Learning experiences in the intervention group, assessed using the GAMEX scale, which measures enjoyment, motivation, creative thinking, and other dimensions of game-based learning.
Qualitative Outcomes: Perceptions of the digital escape room's impact on learning, teamwork, and clinical preparedness, explored through thematic analysis of focus group discussions.
Data Collection and Analysis Quantitative data were analyzed using repeated-measures ANOVA to examine changes in knowledge scores over time between groups. GAMEX scores were summarized descriptively. Qualitative data from focus groups were transcribed and thematically analyzed to identify patterns related to perceived learning, challenges, and benefits of the intervention.
Key Findings No statistically significant differences in knowledge scores were observed between the digital escape room and lecture groups. However, students in the intervention group reported high levels of enjoyment, motivation, and creative engagement. Qualitative findings indicated that the digital escape room reinforced theoretical knowledge, revealed knowledge gaps, and fostered critical thinking, problem-solving, and decision-making skills. Students highlighted the game's ability to simulate clinical pressure in a safe, engaging environment.
Conclusion While the digital escape room did not yield significant gains in test-based knowledge, it provided substantial educational value by strengthening learner engagement, motivation, and the development of higher-level competencies. This suggests that digital escape rooms may serve as a valuable complement to traditional teaching strategies in nursing education, particularly in preparing students for the management of emergency clinical conditions such as hypovolemic shock.
- Conditions
- Nursing Education, Hypovolemic Shock
- Being tested
- Play digital escape room game
- Keywords
- nursing, nursing education, game based learning, digital escape room
- Medical subject headings
- Shock
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Play digital escape room gameOther
In addition to traditional education, the intervention group will receive a digital escape room game developed with the Genially platform. Both groups' knowledge of Hypovolemic Shock and Nursing Management will be assessed using a fact sheet and satisfaction with the GAMEX scale.
| Study group | Role | What they receive |
|---|---|---|
| Intervention Group | Experimental | They were given theoretical training using the traditional method and played a digital escape room game. Receives: Other: Play digital escape room game |
| Control group | No intervention | No intervention was made other than theoretical training using the traditional method. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Hypovolemic Shock Information Form to Measure Knowledge Level Regarding Nursing Care in Hypovolemic Shock
Knowledge of nursing care in hypovolemic shock will be measured using the "Hypovolemic Shock Information Form." A 20-question true-false test was administered to assess students' theoretical knowledge of hypovolemic shock. The minimum possible score on the form is 0, and the maximum is 20. A high score indicates success. To ensure content validity, the form was reviewed by seven field experts and administered as both a pretest and posttest.
Measured: On the same day before theoretical training and intervention, 1 day after the intervention and 4 weeks later
GAMEX scale to measure nursing students' satisfaction
Students' experiences with the digital escape room were evaluated using the 27-item, 5-point Likert-type GAMEX scale (Eppman et al., 2018). The instrument comprises six subscales: enjoyment, absorption, creative thinking, involvement, absence of negative effects, and dominance. The Turkish adaptation was validated and found reliable by Arıkan Dönmez et al. (2024). Scale scores range from 27 to 135, with higher scores indicating a more positive gaming experience. Cronbach's alpha was 0.93 for the total scale, and subscale alphas ranged from 0.67 to 0.929.
Measured: on the same day as after the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted2 Oct 2025
- Study start10 Jun 2025
- Primary completion30 Jul 2025
- Study completion30 Jul 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing EducationStudies 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
- None (open label)
- Enrolment
- 60 participants (actual)
Sponsor and investigators
- Lead sponsor
- Baskent University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, BETUL SAHIN KILINC, Baskent University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07204899
- Sponsor's protocol ID
- 17162298600-141
- Status last verified
- Jun 2025
- First submitted
- 18 Jun 2025
- Last updated
- 10 Feb 2026
- Results posted
- 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 10 Feb 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Digital Escape Room Game for Hypovolemic Shock Management: A Mixed-Methods Study in Nursing Education
- ClinicalTrials.gov ID
- NCT07204899
- Acronym / sponsor ID
- 17162298600-141
- Conditions
- Nursing Education, Hypovolemic Shock
- Keywords
- nursing, nursing education, game based learning, digital escape room
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 60 participants (actual)
- Lead sponsor
- Baskent UniversityUniversity, hospital or other
- Study start
- 10 Jun 2025 (actual)
- Primary completion
- 30 Jul 2025 (actual)
- Study completion
- 30 Jul 2025 (actual)
- First posted
- 2 Oct 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.
Background: Digital escape room games have emerged as innovative pedagogical tools in nursing education, providing immersive and engaging learning experiences. Although their use has expanded to various topics, little is known about their impact in teaching the management of life-threatening emergencies such as hypovolemic shock.
Aim: To evaluate the effects of a digital escape room game on nursing students' knowledge, satisfaction, and perceptions of hypovolemic shock management.
Methods: An explanatory sequential mixed-methods design was employed. In the quantitative phase, a randomized controlled trial was conducted with 55 third-year nursing students assigned to an intervention group (digital escape room) or a control group (traditional lecture). Knowledge levels were assessed at three time points, and the GAMEX scale measured game experiences. In the qualitative phase, focus group interviews were conducted with 12 students from the intervention group to explore experiences in greater depth. Quantitative data were analyzed using repeated-measures ANOVA, and qualitative data were analyzed thematically.
Results: Quantitative findings revealed no statistically significant differences in knowledge scores between the groups over time. However, students in the intervention group reported high levels of enjoyment, motivation, and creative thinking. Qualitative results indicated that the digital escape room reinforced theoretical knowledge, promoted reflection on knowledge gaps, and enhanced critical thinking, problem-solving, and clinical decision-making. Students also emphasized that the game simulated the pressure of real clinical environments, enabling them to practice rapid responses in a safe, engaging context.
Conclusion: Although no significant improvements in knowledge scores were detected, the digital escape room offered substantial educational benefits by strengthening motivation, engagement, and higher-level competencies. It may serve as an innovative complementary strategy to traditional teaching in nursing education.
Detailed description
Study Rationale Traditional lecture-based methods may be limited in preparing nursing students for the complex and time-sensitive decision-making required in managing hypovolemic shock. Digital escape room games provide an immersive, interactive environment where learners collaborate to solve problems under time pressure, simulating aspects of real clinical practice. This innovative format has been applied in various areas of health education, but its impact on teaching emergency management skills such as hypovolemic shock remains underexplored. The present study was designed to evaluate the effectiveness of a digital escape room game in enhancing knowledge, motivation, and higher-order cognitive competencies in nursing students.
Study Design An explanatory sequential mixed-methods design was implemented, combining a randomized controlled trial with a qualitative follow-up phase. The quantitative component compared a digital escape room intervention with a traditional lecture, while the qualitative component explored students' perceptions and experiences in greater depth. This design was selected to capture both measurable outcomes and the underlying mechanisms by which the intervention influenced learning.
Participants Participants were third-year undergraduate nursing students enrolled in a medical-surgical nursing course. A total of 55 students consented to participate and were randomly assigned to either the intervention group (digital escape room) or the control group (lecture). A subsample of 12 students from the intervention arm participated in focus group interviews to provide qualitative insights.
Intervention Model
Experimental Group: Students participated in a digital escape room game specifically developed to teach hypovolemic shock management. The game required students to collaboratively identify clues, apply theoretical knowledge, and make time-pressured decisions to "escape" by stabilizing the patient scenario.
Control Group: Students received a traditional didactic lecture covering the same content on hypovolemic shock management.
Outcome Measures
Primary Outcome: Knowledge of hypovolemic shock, assessed using a structured test administered at three time points (pretest, immediate posttest, and follow-up).
Secondary Outcomes: Learning experiences in the intervention group, assessed using the GAMEX scale, which measures enjoyment, motivation, creative thinking, and other dimensions of game-based learning.
Qualitative Outcomes: Perceptions of the digital escape room's impact on learning, teamwork, and clinical preparedness, explored through thematic analysis of focus group discussions.
Data Collection and Analysis Quantitative data were analyzed using repeated-measures ANOVA to examine changes in knowledge scores over time between groups. GAMEX scores were summarized descriptively. Qualitative data from focus groups were transcribed and thematically analyzed to identify patterns related to perceived learning, challenges, and benefits of the intervention.
Key Findings No statistically significant differences in knowledge scores were observed between the digital escape room and lecture groups. However, students in the intervention group reported high levels of enjoyment, motivation, and creative engagement. Qualitative findings indicated that the digital escape room reinforced theoretical knowledge, revealed knowledge gaps, and fostered critical thinking, problem-solving, and decision-making skills. Students highlighted the game's ability to simulate clinical pressure in a safe, engaging environment.
Conclusion While the digital escape room did not yield significant gains in test-based knowledge, it provided substantial educational value by strengthening learner engagement, motivation, and the development of higher-level competencies. This suggests that digital escape rooms may serve as a valuable complement to traditional teaching strategies in nursing education, particularly in preparing students for the management of emergency clinical conditions such as hypovolemic shock.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Intervention Group | Experimental | Other: Play digital escape room gameThey were given theoretical training using the traditional method and played a digital escape room game. |
| Control group | No intervention | –No intervention was made other than theoretical training using the traditional method. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (2 listed)
- Being in the 3rd year of the nursing undergraduate program,
- Having signed the voluntary consent form.
Key exclusion criteria (1 listed)
- Having any health problems that would prevent the continuation of the study, • Requesting to withdraw from the study voluntarily.
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 |
|---|---|---|
| Play digital escape room gameIn addition to traditional education, the intervention group will receive a digital escape room game developed with the Genially platform. Both groups' knowledge of Hypovolemic Shock and Nursing Management will be assessed using a fact sheet and satisfaction with the GAMEX scale. | Other | Intervention Group |
Primary outcome
Hypovolemic Shock Information Form to Measure Knowledge Level Regarding Nursing Care in Hypovolemic Shock
Time frame: On the same day before theoretical training and intervention, 1 day after the intervention and 4 weeks later
Knowledge of nursing care in hypovolemic shock will be measured using the "Hypovolemic Shock Information Form." A 20-question true-false test was administered to assess students' theoretical knowledge of hypovolemic shock. The minimum possible score on the form is 0, and the maximum is 20. A high score indicates success. To ensure content validity, the form was reviewed by seven field experts and administered as both a pretest and posttest.
GAMEX scale to measure nursing students' satisfaction
Time frame: on the same day as after the intervention
Students' experiences with the digital escape room were evaluated using the 27-item, 5-point Likert-type GAMEX scale (Eppman et al., 2018). The instrument comprises six subscales: enjoyment, absorption, creative thinking, involvement, absence of negative effects, and dominance. The Turkish adaptation was validated and found reliable by Arıkan Dönmez et al. (2024). Scale scores range from 27 to 135, with higher scores indicating a more positive gaming experience. Cronbach's alpha was 0.93 for the total scale, and subscale alphas ranged from 0.67 to 0.929.
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 10 Feb 2026.
- 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 Play digital escape room game in people with Nursing Education and Hypovolemic Shock, run by Baskent 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 2 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 10 Feb 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 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?
Hypovolemic Shock Information Form to Measure Knowledge Level Regarding Nursing Care in Hypovolemic Shock (time frame: On the same day before theoretical training and intervention, 1 day after the intervention and 4 weeks later). The study lists 2 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 10 Feb 2026.