LearningNCT07334899
The Effect of Game-Based Learning on Kinesiophobia
A study testing Game-Based Learning Training on Approaching Patients With Kinesiophobia and Routine Physiotherapy Education in people with Learning, run by Necmettin Erbakan University at 2 sites in Turkey (Türkiye).
Trial summary
Aim: The aim of this study was to evaluate the impact of innovative teaching methods applied in the "Physiotherapy and Innovation" course conducted during the 2024-2025 spring semester on physiotherapy students' learning experiences, and to describe the process of developing and exhibiting student-designed materials… Read more about this study
- Who is it for?
- Ages 18 to 40 yearsHealthy volunteers can take part
- Conditions the study is for
- Learning
- What is being tested?
- Game-Based Learning Training on Approaching Patients With Kinesiophobia and Routine Physiotherapy Education
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 94 participants
- Where
- 2 sitesTurkey (Türkiye)
- Study dates
- 1 Feb 2025to 1 May 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 to 40 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Being a physiotherapy and rehabilitation student
- Volunteering to participate in the study
- For the education group, volunteering to participate in the game-based learning training on approaching patients with kinesiophobia
Who cannot join
- Inability to understand, read, or communicate in Turkish
- Failure to participate in any stage of the study (e.g., pre-test, in-class education session, or post-test)
- Requesting withdrawal from the study
Trial locations and contacts
2 sites in 1 country.
Turkey (Türkiye)2 sites
Necmettin Erbakan University
Konya, Konya, 40336
Nezahat Keleşoğlu Faculty of Health Sciences
Konya, Konya, 40336
About this study
Official title: The Effect of Game-Based Learning on Kinesiophobia Patient Management of Physiotherapy and Rehabilitation Students: A Randomized Controlled Investigation
Aim:
The aim of this study was to evaluate the impact of innovative teaching methods applied in the "Physiotherapy and Innovation" course conducted during the 2024-2025 spring semester on physiotherapy students' learning experiences, and to describe the process of developing and exhibiting student-designed materials at the end of the course.
Read more
Method:
The study was carried out with 45 third-year students enrolled in the Department of Physiotherapy and Rehabilitation at Necmettin Erbakan University, Faculty of Health Sciences. The course was enriched with project-based learning, group brainstorming sessions, prototype development, presentations, and feedback meetings in line with innovative teaching principles. At the end of the semester, students designed prototypes of innovative tools, exercise materials, or educational aids applicable in the field of physiotherapy. The developed materials were presented at the "Innovative Physiotherapy Materials Exhibition" organized within the university.
Read the detailed description
The use of games in health education dates back to the 1980s .The emergence of game development for improving the clinical application characteristics of products in health education. Game rules designed for education should include elements such as goals, problem-solving, critical thinking, winning ability, content, competition, and fun. Games are used in many health education fields such as formality, midwifery, physiotherapy, gerontology, pharmacology, and more. Although individual education is increasingly common in health education today, active learning methods may be preferred over traditional teaching methods. Therefore, game-based learning environments have led to better learning compared to traditional teaching methods. Openable milk cartons are available. In the field of health, in today's conditions where science and technology are rapidly centralized, and knowledge, skills, and attitudes are constantly updated, educational activities should be designed in a way that is appropriate for the age. Students can learn and teach while having fun by designing games as universal educational materials. In line with this need, in Physiotherapy and Rehabilitation education, different training methods are available in student training according to the physiotherapist's various patient approaches. The effect of determining the effect of play-based learning in the kinesiophobic game of these effective Physiotherapy and Rehabilitation centers is still being determined.
- Conditions
- Learning
- Being tested
- Game-Based Learning Training on Approaching Patients With Kinesiophobia, Routine Physiotherapy Education
- Keywords
- Physiotherapy, Education, learning style, game-based education, Attitude toward profession
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Game-Based Learning Training on Approaching Patients With KinesiophobiaOther
The intervention consisted of a structured game-based learning training program designed to improve physiotherapy students' approach to patients with kinesiophobia. Each training session lasted approximately 60-90 minutes and was delivered face-to-face by the responsible researcher.
The training included four main components: (1) a brief theoretical lecture (15-20 minutes) covering kinesiophobia, pain psychology, and patient management; (2) case-based learning (20-30 minutes) involving analysis of fictional clinical scenarios; (3) game-based and interactive activities (20-30 minutes) focused on the management of kinesiophobia; and (4) group work and discussion (15-20 minutes), during which students collaboratively solved problems and discussed scenarios tailored to varying levels of patients' psychological and physical status.
Gamified quizzes were integrated into the training using an escape room format developed via the Genially platform. Students progressed through the activity by
Routine Physiotherapy EducationOther
Participants in the control group continued their standard physiotherapy curriculum for the same study period. No additional training, game-based learning activities, case simulations, or kinesiophobia-specific educational content were provided during the intervention period.
| Study group | Role | What they receive |
|---|---|---|
| Education group | Experimental | Participants in the education group received a 14-week structured training program based on game-based learning focused on approaching patients with kinesiophobia, in addition to their standard physiotherapy curriculum. The training was delivered face-to-face and included interactive and scenario-based educational activities designed to improve students' knowledge, awareness, and clinical attitudes toward patients with kinesiophobia. Receives: Other: Game-Based Learning Training on Approaching Patients With Kinesiophobia |
| Control group | Experimental | Participants in the control group continued with the standard physiotherapy curriculum for 14 weeks and did not receive any additional training related to game-based learning or approaching patients with kinesiophobia during the study period. Receives: Other: Routine Physiotherapy Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
The Attitudes Toward the Physiotherapy Profession Scale
The Attitudes Toward the Physiotherapy Profession Scale, developed by Turhan in 2018, is a 35-item, five-point Likert-type instrument. Thirty-three items are scored from 1 (strongly disagree) to 5 (strongly agree), while two items (items 26 and 30) are reverse scored. Total scores range from 35 to 175, with higher scores indicating more positive attitudes toward the physiotherapy profession.
The scale consists of three subscales: professional satisfaction, required professional qualifications, and general professional concerns. The Kaiser-Meyer-Olkin measure of sampling adequacy was 0.833, and Bartlett's test of sphericity was significant (χ² = 10058.592, p < 0.001). The overall Cronbach's alpha coefficient was 0.977, with subscale alpha values of 0.966, 0.974, and 0.957, respectively. Pearson correlation coefficients were 0.96, 0.91, and 0.90 for the subscales and 0.92 for the total scale (p < 0.001).**
Measured: From enrollment to the end of the 14-week training period
The Learning Styles Scale for Health Sciences Students (LS-HSS)
was developed by Assoc. Prof. Mustafa Otrar and Elveda Kuyucak. Following expert review, the scale initially consisted of 70 items and underwent validity and reliability analyses. After item reduction procedures, 34 items were excluded due to low correlations with the intended constructs or cross-loadings on multiple factors, resulting in a final version of 36 items.
The scale is a self-report, five-point Likert-type instrument. Due to the absence of another learning styles scale specifically developed for health sciences students, convergent validity could not be assessed. To enhance the generalizability of the findings, future studies are recommended to replicate the scale using larger and more diverse samples and to support quantitative results with qualitative research. Written permission for the use of the scale was obtained.
Measured: From enrollment to the end of treatment at 14 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted12 Jan 2026
- Study start1 Feb 2025
- Primary completion1 Feb 2025
- Study completion1 May 2025
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 LearningStudies 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
- Model description
- This study used a parallel-group interventional model in which participants were randomly allocated to a study group receiving game-based learning training on approaching patients with kinesiophobia alongside the standard curriculum, or to a control group receiving the standard curriculum only for 14 weeks.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 94 participants (actual)
Sponsor and investigators
- Lead sponsor
- Necmettin Erbakan University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Neslihan Altuntas Yilmaz, Necmettin Erbakan University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07334899
- Sponsor's protocol ID
- NEU-PT2025-06
- Status last verified
- Dec 2025
- First submitted
- 31 Dec 2025
- Last updated
- 12 Jan 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be shared
Publications
Koivisto JM, Haavisto E, Niemi H, Haho P, Nylund S, Multisilta J. Design principles for simulation games for learning clinical reasoning: A design-based research approach. Nurse Educ Today. 2018 Jan;60:114-120. doi: 10.1016/j.nedt.2017.10.002. Epub 2017 Oct 24.
PubMed 29096383
Study at a glance
From the registry record, last updated by the sponsor on 12 Jan 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Game-Based Learning on Kinesiophobia Patient Management of Physiotherapy and Rehabilitation Students: A Randomized Controlled Investigation
- ClinicalTrials.gov ID
- NCT07334899
- Acronym / sponsor ID
- NEU-PT2025-06
- Conditions
- Learning
- Keywords
- Physiotherapy, Education, learning style, game-based education, Attitude toward profession
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 94 participants (actual)
- Lead sponsor
- Necmettin Erbakan UniversityUniversity, hospital or other
- Study start
- 1 Feb 2025 (actual)
- Primary completion
- 1 Feb 2025 (actual)
- Study completion
- 1 May 2025 (actual)
- First posted
- 12 Jan 2026 (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.
Aim:
The aim of this study was to evaluate the impact of innovative teaching methods applied in the "Physiotherapy and Innovation" course conducted during the 2024-2025 spring semester on physiotherapy students' learning experiences, and to describe the process of developing and exhibiting student-designed materials at the end of the course.
Method:
The study was carried out with 45 third-year students enrolled in the Department of Physiotherapy and Rehabilitation at Necmettin Erbakan University, Faculty of Health Sciences. The course was enriched with project-based learning, group brainstorming sessions, prototype development, presentations, and feedback meetings in line with innovative teaching principles. At the end of the semester, students designed prototypes of innovative tools, exercise materials, or educational aids applicable in the field of physiotherapy. The developed materials were presented at the "Innovative Physiotherapy Materials Exhibition" organized within the university.
Detailed description
The use of games in health education dates back to the 1980s .The emergence of game development for improving the clinical application characteristics of products in health education. Game rules designed for education should include elements such as goals, problem-solving, critical thinking, winning ability, content, competition, and fun. Games are used in many health education fields such as formality, midwifery, physiotherapy, gerontology, pharmacology, and more. Although individual education is increasingly common in health education today, active learning methods may be preferred over traditional teaching methods. Therefore, game-based learning environments have led to better learning compared to traditional teaching methods. Openable milk cartons are available. In the field of health, in today's conditions where science and technology are rapidly centralized, and knowledge, skills, and attitudes are constantly updated, educational activities should be designed in a way that is appropriate for the age. Students can learn and teach while having fun by designing games as universal educational materials. In line with this need, in Physiotherapy and Rehabilitation education, different training methods are available in student training according to the physiotherapist's various patient approaches. The effect of determining the effect of play-based learning in the kinesiophobic game of these effective Physiotherapy and Rehabilitation centers is still being determined.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- This study used a parallel-group interventional model in which participants were randomly allocated to a study group receiving game-based learning training on approaching patients with kinesiophobia alongside the standard curriculum, or to a control group receiving the standard curriculum only for 14 weeks.
| Arm | Type | Receives |
|---|---|---|
| Education group | Experimental | Other: Game-Based Learning Training on Approaching Patients With KinesiophobiaParticipants in the education group received a 14-week structured training program based on game-based learning focused on approaching patients with kinesiophobia, in addition to their standard physiotherapy curriculum. The training was delivered face-to-face and included interactive and scenario-based educational activities designed to improve students' knowledge, awareness, and clinical attitudes toward patients with kinesiophobia. |
| Control group | Experimental | Other: Routine Physiotherapy EducationParticipants in the control group continued with the standard physiotherapy curriculum for 14 weeks and did not receive any additional training related to game-based learning or approaching patients with kinesiophobia during the study period. |
Who may qualify
- Ages
- 18 to 40 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (3 listed)
- Being a physiotherapy and rehabilitation student
- Volunteering to participate in the study
- For the education group, volunteering to participate in the game-based learning training on approaching patients with kinesiophobia
Key exclusion criteria (3 listed)
- Inability to understand, read, or communicate in Turkish
- Failure to participate in any stage of the study (e.g., pre-test, in-class education session, or post-test)
- Requesting withdrawal from 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 |
|---|---|---|
| Game-Based Learning Training on Approaching Patients With KinesiophobiaThe intervention consisted of a structured game-based learning training program designed to improve physiotherapy students' approach to patients with kinesiophobia. Each training session lasted approximately 60-90 minutes and was delivered face-to-face by the responsible researcher. The training included four main components: (1) a brief theoretical lecture (15-20 minutes) covering kinesiophobia, pain psychology, and patient management; (2) case-based learning (20-30 minutes) involving analysis of fictional clinical scenarios; (3) game-based and interactive activities (20-30 minutes) focused on the management of kinesiophobia; and (4) group work and discussion (15-20 minutes), during which students collaboratively solved problems and discussed scenarios tailored to varying levels of patients' psychological and physical status. Gamified quizzes were integrated into the training using an escape room format developed via the Genially platform. Students progressed through the activity by | Other | Education group |
| Routine Physiotherapy EducationParticipants in the control group continued their standard physiotherapy curriculum for the same study period. No additional training, game-based learning activities, case simulations, or kinesiophobia-specific educational content were provided during the intervention period. | Other | Control group |
Primary outcome
The Attitudes Toward the Physiotherapy Profession Scale
Time frame: From enrollment to the end of the 14-week training period
The Attitudes Toward the Physiotherapy Profession Scale, developed by Turhan in 2018, is a 35-item, five-point Likert-type instrument. Thirty-three items are scored from 1 (strongly disagree) to 5 (strongly agree), while two items (items 26 and 30) are reverse scored. Total scores range from 35 to 175, with higher scores indicating more positive attitudes toward the physiotherapy profession. The scale consists of three subscales: professional satisfaction, required professional qualifications, and general professional concerns. The Kaiser-Meyer-Olkin measure of sampling adequacy was 0.833, and Bartlett's test of sphericity was significant (χ² = 10058.592, p < 0.001). The overall Cronbach's alpha coefficient was 0.977, with subscale alpha values of 0.966, 0.974, and 0.957, respectively. Pearson correlation coefficients were 0.96, 0.91, and 0.90 for the subscales and 0.92 for the total scale (p < 0.001).**
The Learning Styles Scale for Health Sciences Students (LS-HSS)
Time frame: From enrollment to the end of treatment at 14 weeks
was developed by Assoc. Prof. Mustafa Otrar and Elveda Kuyucak. Following expert review, the scale initially consisted of 70 items and underwent validity and reliability analyses. After item reduction procedures, 34 items were excluded due to low correlations with the intended constructs or cross-loadings on multiple factors, resulting in a final version of 36 items. The scale is a self-report, five-point Likert-type instrument. Due to the absence of another learning styles scale specifically developed for health sciences students, convergent validity could not be assessed. To enhance the generalizability of the findings, future studies are recommended to replicate the scale using larger and more diverse samples and to support quantitative results with qualitative research. Written permission for the use of the scale was obtained.
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 12 Jan 2026.
- Background: PubMed 29096383Koivisto JM, Haavisto E, Niemi H, Haho P, Nylund S, Multisilta J. Design principles for simulation games for learning clinical reasoning: A design-based research approach. Nurse Educ Today. 2018 Jan;60:114-120. doi: 10.1016/j.nedt.2017.10.002. Epub 2017 Oct 24.
- Related InfoLink provided by the sponsor.
- Individual participant dataSharing planned: No. Individual participant data will not be shared
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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.
2 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Game-Based Learning Training on Approaching Patients With Kinesiophobia and Routine Physiotherapy Education in people with Learning, run by Necmettin Erbakan University at 2 sites 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 3 inclusion and 3 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 12 Jan 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 2 sites 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?
The Attitudes Toward the Physiotherapy Profession Scale (time frame: From enrollment to the end of the 14-week training period). 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?
On the ClinicalTrials.gov record for NCT07334899, 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 12 Jan 2026.