Learning DevelopmentNCT07434336
Adaptive Gamification in Obstetric Nursing
A study testing Adapted Gamified and Generic Gamified in people with Learning Development and Obstetric, run by Servicio Canario de Salud at 1 site in Spain.
Trial summary
This pilot study, conducted at the University of Atlántico Medio, seeks to transform the training of future nurses through a "Precision Education" model, moving away from generic simulations to focus on learning adapted to the student's individual profile. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Learning Development, Obstetric
- What is being tested?
- Adapted Gamified and Generic Gamified
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 38 participants
- Where
- 1 siteSpain
- Study dates
- 19 Feb 2026to 5 Apr 2026
- 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
- Students of the bachelor's degree in nursing
- Enrolled in the course "Reproductive Health Nursing and Sex Education
- Active enrollment
- Face-to-face attendance
- Technological access
Who cannot join
- Students repeating the course
- Students with prior specialized training
- Students with uncorrected sensory impairment
Trial locations and contacts
1 site in 1 country.
Spain1 site
Universidad del Atlántico Medio
Las Palmas de Gran Canaria, Las Palmas, 35213
About this study
Official title: Effectiveness of Gamification With a Narrative Adapted to the Player's Profile in Obstetric Nursing Competencies: A Cluster Randomized Controlled Pilot Trial Protocol
This pilot study, conducted at the University of Atlántico Medio, seeks to transform the training of future nurses through a "Precision Education" model, moving away from generic simulations to focus on learning adapted to the student's individual profile. Through a clinical trial with 38 second-year students, the research evaluates whether using Artificial Intelligence to personalize educational narratives (gamification) according to the student's personality enhances academic performance in obstetrics (pregnancy and childbirth). The ultimate goal is to demonstrate that adapting teaching to each student's psychological characteristics is not only a sustainable strategy but also produces better-prepared professionals with higher knowledge retention, directly translating into safer and higher-quality care for patients and their families.
Read the detailed description
Imagine if education were like a suit: currently, most classes are "one-size-fits-all." All students receive the same lesson in the same way, regardless of whether they are shy, bold, analytical, or emotional. But what if the investigator could tailor a suit specifically for each student's mind?
A new pilot study from the University of Atlántico Medio has set out to answer this question, exploring how Artificial Intelligence (AI) can revolutionize the way the investigators train our future healthcare professionals.
The Problem: The investigators don't All Learn the Same Way Nursing training, especially in critical areas like obstetrics (pregnancy and childbirth care), requires not only technical skill but also rapid decision-making and empathy. Traditional simulation methods often overlook the student's "personal profile," offering a generic experience that doesn't motivate everyone equally.
The Solution: Custom Stories Generated by AI have designed an innovative protocol combining psychology and technology. Instead of a standard class, the study uses educational games (gamification).
The big breakthrough is the use of Artificial Intelligence. The AI analyzes each student's personality and adapts the game's narrative to their profile.
Is the student competitive? The game might present high-stakes challenges.
Are they more reflective? The story might offer deep data for analysis.
To test if this works, a trial is being conducted with 38 second-year nursing students. They will be divided into two groups:
Those learning with the traditional (generic) game method.
Those learning with the "Precision Education" method, where AI adapts clinical pregnancy and childbirth cases to their personality.
The goal is to measure not only how much they learn ("learning gain") but also how much they enjoy and engage in the process.
Why Does This Matter for Everyone? This study isn't just about improving student grades. It is about safety and excellence in healthcare.
If the investigators demonstrate that adapting education to a student's personality creates better-prepared and more committed nurses, the investigators will be opening the door to more humane and effective healthcare. Furthermore, the use of Generative AI makes this personalization-previously impossible due to cost-a sustainable and accessible tool for medical and nursing schools.
The investigators are witnessing the shift from mass education to person-centered education, ensuring that those who care for us tomorrow have the best possible preparation today.
- Conditions
- Learning Development, Obstetric
- Being tested
- Adapted Gamified, Generic Gamified
- Keywords
- Gamification, Clinical simulation, Nursing education, Personalized learning, Player personality, Artificial intelligence
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Adapted GamifiedOther
The Experimental Group receives a personalized experience generated by AI and adjusted to five personality profiles (PPDS scale). This adaptation transforms the learning "wrapper" by offering specific narrative tones (such as heroic, humorous, or empathetic), differentiated visual aesthetics, feedback styles adjusted to the student's motivation, and exclusive side missions (such as puzzles or speed challenges), which are accessed via specific codes according to their role.
Generic GamifiedOther
The primary distinction between the two groups lies exclusively in the adaptation of the narrative and gamification elements, given that the clinical content, learning objectives, and difficulty remain invariant to ensure academic validity. The Control Group interacts with a linear and generic narrative characterized by a neutral academic tone, standard medical aesthetics, and conventional feedback without additional missions
| Study group | Role | What they receive |
|---|---|---|
| Adapted Gamified | Experimental | Participants in this arm attend four 120-minute face-to-face simulation sessions where the gamified narrative is personalized based on their profile from the Player Personality and Dynamics Scale (PPDS): Tryhard, Coacher, Esthetic, Joker, or Toxic. While maintaining identical clinical objectives and difficulty to the control group, the intervention features AI-generated adaptations in four key dimensions: 1) Narrative Tone (e.g., "Epic/Heroic" for Tryhards, "Humorous" for Jokers); 2) Visual Aesthetics (e.g., "High-fantasy/Dark" for Esthetics); 3) Feedback Style (e.g., motivational challenges vs. empathetic support); and 4) Side Missions (e.g., hidden Easter eggs or speed puzzles). Participants access these specific narrative variations via differentiated login codes corresponding to their assigned personality profile. Receives: Other: Adapted Gamified |
| Generic Gamified | Active comparator | Participants in this arm attend four 120-minute face-to-face simulation sessions managed via the Wix platform. The intervention utilizes a standardized, linear narrative script generated by AI but curated to maintain a neutral, academic tone. The visual aesthetics of the digital learning environment are uniform, adhering to standard medical imagery (clean, white/blue interface). Feedback provided upon completing clinical challenges (Google Forms) is strictly informational (Correct/Incorrect plus standard explanation). No specific side missions or profile-based adaptations are included. All participants access the platform using a single, uniform login credential. Receives: Other: Generic Gamified |
What is being measured
The primary outcome is the main question the study is designed to answer.
Learning Gain
The main outcome variable will be academic performance, LG, understood to reflect new knowledge acquired on the subject under study. The degree of assimilation of the theoretical and practical concepts of pregnancy and childbirth in each of the four clinical cases will be evaluated. To this aim, an "ad hoc" questionnaire comprising 40 multi-ple-choice questions was designed by the PI, who is a certified Nurse Specialist in Obstetrics and Gynecology (Midwife) and the lecturer in charge of the class. The items were constructed to strictly align with the specific curricular contents and learning ob-jectives of the 'Reproductive Health' syllabus. To ensure external content validity prior to administration, this initial draft will be reviewed by an external panel of five experts (three academic midwives and two obstetricians). Regarding reliability, since this is a pilot study, internal consistency and item analysis will be calculated post hoc to validate the instrument for future trials.
Measured: On day 1 of the intervention and in the end of treatment every session
Secondary outcomes (2)
Satisfaction with the gamification
The students' subjective perception of the usefulness, fun, and moti-vation generated by the activity will be evaluated using the Gameful Experience Scale (GAMEX). This validated 27-item instrument in Spanish is suitable for measuring game experience in nursing students' training. It uses Likert-type re-sponses to measure the multidimensional nature of the gamified experience in the educational context. The six dimensions include enjoyment, abstraction, creative thinking, activation, absence of negative effects, and mastery. This model demonstrated high overall reliability, with a Cronbach's alpha of 0.85. The scoring format uses a five-point Likert scale. In the proposed study, measurement will be con-ducted exclusively at the end of the intervention (Session 4) to capture the students' overall perception of the program. Prior to analysis, items with negative wording (reverse punctuation) will be recoded so that higher scores consistently reflect a more positive.
Measured: At the end of treatment, at 4 weeks
Sociodemographic variables
Age is understood as the time that a person has lived, counting from birth to the time of the survey, measured in whole years; sex is understood as a variable that refers to the social and cultural construction that defines the roles, behaviors, activities, and attributes that a society considers appropriate, with the answer options male, female, and non-binary; and the average grade considered to mean the average grade achieved in the first year of the nursing program to monitor the differences between the groups.
Measured: On day 1 of the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted25 Feb 2026
- Study start19 Feb 2026
- Primary completion19 Mar 2026
- Study completion5 Apr 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Learning DevelopmentStudies 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
- A cluster-randomized, prospective, comparative, and longitudinal pilot trial with two parallel groups is proposed. The study employs a 1:1 allocation ratio (one cluster per arm) and follows a superiority framework regarding the primary hypothesis. The control group will receive a generic gamified intervention, and the experimental group will receive an adapted gami-fied intervention. The study timeline spans four consecutive weeks
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 38 participants (actual)
Sponsor and investigators
- Lead sponsor
- Servicio Canario de Salud
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Sergio Mies Padilla, Servicio Canario de Salud
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07434336
- Sponsor's protocol ID
- CI/05-022
- Status last verified
- Apr 2026
- First submitted
- 12 Feb 2026
- Last updated
- 22 Apr 2026
- 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 22 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effectiveness of Gamification With a Narrative Adapted to the Player's Profile in Obstetric Nursing Competencies: A Cluster Randomized Controlled Pilot Trial Protocol
- ClinicalTrials.gov ID
- NCT07434336
- Acronym / sponsor ID
- CI/05-022
- Conditions
- Learning Development, Obstetric
- Keywords
- Gamification, Clinical simulation, Nursing education, Personalized learning, Player personality, Artificial intelligence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 38 participants (actual)
- Lead sponsor
- Servicio Canario de SaludUniversity, hospital or other
- Study start
- 19 Feb 2026 (actual)
- Primary completion
- 19 Mar 2026 (actual)
- Study completion
- 5 Apr 2026 (actual)
- First posted
- 25 Feb 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.
This pilot study, conducted at the University of Atlántico Medio, seeks to transform the training of future nurses through a "Precision Education" model, moving away from generic simulations to focus on learning adapted to the student's individual profile. Through a clinical trial with 38 second-year students, the research evaluates whether using Artificial Intelligence to personalize educational narratives (gamification) according to the student's personality enhances academic performance in obstetrics (pregnancy and childbirth). The ultimate goal is to demonstrate that adapting teaching to each student's psychological characteristics is not only a sustainable strategy but also produces better-prepared professionals with higher knowledge retention, directly translating into safer and higher-quality care for patients and their families.
Detailed description
Imagine if education were like a suit: currently, most classes are "one-size-fits-all." All students receive the same lesson in the same way, regardless of whether they are shy, bold, analytical, or emotional. But what if the investigator could tailor a suit specifically for each student's mind?
A new pilot study from the University of Atlántico Medio has set out to answer this question, exploring how Artificial Intelligence (AI) can revolutionize the way the investigators train our future healthcare professionals.
The Problem: The investigators don't All Learn the Same Way Nursing training, especially in critical areas like obstetrics (pregnancy and childbirth care), requires not only technical skill but also rapid decision-making and empathy. Traditional simulation methods often overlook the student's "personal profile," offering a generic experience that doesn't motivate everyone equally.
The Solution: Custom Stories Generated by AI have designed an innovative protocol combining psychology and technology. Instead of a standard class, the study uses educational games (gamification).
The big breakthrough is the use of Artificial Intelligence. The AI analyzes each student's personality and adapts the game's narrative to their profile.
Is the student competitive? The game might present high-stakes challenges.
Are they more reflective? The story might offer deep data for analysis.
To test if this works, a trial is being conducted with 38 second-year nursing students. They will be divided into two groups:
Those learning with the traditional (generic) game method.
Those learning with the "Precision Education" method, where AI adapts clinical pregnancy and childbirth cases to their personality.
The goal is to measure not only how much they learn ("learning gain") but also how much they enjoy and engage in the process.
Why Does This Matter for Everyone? This study isn't just about improving student grades. It is about safety and excellence in healthcare.
If the investigators demonstrate that adapting education to a student's personality creates better-prepared and more committed nurses, the investigators will be opening the door to more humane and effective healthcare. Furthermore, the use of Generative AI makes this personalization-previously impossible due to cost-a sustainable and accessible tool for medical and nursing schools.
The investigators are witnessing the shift from mass education to person-centered education, ensuring that those who care for us tomorrow have the best possible preparation today.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
- Model description
- A cluster-randomized, prospective, comparative, and longitudinal pilot trial with two parallel groups is proposed. The study employs a 1:1 allocation ratio (one cluster per arm) and follows a superiority framework regarding the primary hypothesis. The control group will receive a generic gamified intervention, and the experimental group will receive an adapted gami-fied intervention. The study timeline spans four consecutive weeks
| Arm | Type | Receives |
|---|---|---|
| Adapted Gamified | Experimental | Other: Adapted GamifiedParticipants in this arm attend four 120-minute face-to-face simulation sessions where the gamified narrative is personalized based on their profile from the Player Personality and Dynamics Scale (PPDS): Tryhard, Coacher, Esthetic, Joker, or Toxic. While maintaining identical clinical objectives and difficulty to the control group, the intervention features AI-generated adaptations in four key dimensions: 1) Narrative Tone (e.g., "Epic/Heroic" for Tryhards, "Humorous" for Jokers); 2) Visual Aesthetics (e.g., "High-fantasy/Dark" for Esthetics); 3) Feedback Style (e.g., motivational challenges vs. empathetic support); and 4) Side Missions (e.g., hidden Easter eggs or speed puzzles). Participants access these specific narrative variations via differentiated login codes corresponding to their assigned personality profile. |
| Generic Gamified | Active comparator | Other: Generic GamifiedParticipants in this arm attend four 120-minute face-to-face simulation sessions managed via the Wix platform. The intervention utilizes a standardized, linear narrative script generated by AI but curated to maintain a neutral, academic tone. The visual aesthetics of the digital learning environment are uniform, adhering to standard medical imagery (clean, white/blue interface). Feedback provided upon completing clinical challenges (Google Forms) is strictly informational (Correct/Incorrect plus standard explanation). No specific side missions or profile-based adaptations are included. All participants access the platform using a single, uniform login credential. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (5 listed)
- Students of the bachelor's degree in nursing
- Enrolled in the course "Reproductive Health Nursing and Sex Education
- Active enrollment
- Face-to-face attendance
- Technological access
Key exclusion criteria (3 listed)
- Students repeating the course
- Students with prior specialized training
- Students with uncorrected sensory impairment
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 |
|---|---|---|
| Adapted GamifiedThe Experimental Group receives a personalized experience generated by AI and adjusted to five personality profiles (PPDS scale). This adaptation transforms the learning "wrapper" by offering specific narrative tones (such as heroic, humorous, or empathetic), differentiated visual aesthetics, feedback styles adjusted to the student's motivation, and exclusive side missions (such as puzzles or speed challenges), which are accessed via specific codes according to their role. | Other | Adapted Gamified |
| Generic GamifiedThe primary distinction between the two groups lies exclusively in the adaptation of the narrative and gamification elements, given that the clinical content, learning objectives, and difficulty remain invariant to ensure academic validity. The Control Group interacts with a linear and generic narrative characterized by a neutral academic tone, standard medical aesthetics, and conventional feedback without additional missions | Other | Generic Gamified |
Primary outcome
Learning Gain
Time frame: On day 1 of the intervention and in the end of treatment every session
The main outcome variable will be academic performance, LG, understood to reflect new knowledge acquired on the subject under study. The degree of assimilation of the theoretical and practical concepts of pregnancy and childbirth in each of the four clinical cases will be evaluated. To this aim, an "ad hoc" questionnaire comprising 40 multi-ple-choice questions was designed by the PI, who is a certified Nurse Specialist in Obstetrics and Gynecology (Midwife) and the lecturer in charge of the class. The items were constructed to strictly align with the specific curricular contents and learning ob-jectives of the 'Reproductive Health' syllabus. To ensure external content validity prior to administration, this initial draft will be reviewed by an external panel of five experts (three academic midwives and two obstetricians). Regarding reliability, since this is a pilot study, internal consistency and item analysis will be calculated post hoc to validate the instrument for future trials.
2 secondary outcomes
Satisfaction with the gamification
Time frame: At the end of treatment, at 4 weeks
Sociodemographic variables
Time frame: On day 1 of the intervention
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 22 Apr 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 Adapted Gamified and Generic Gamified in people with Learning Development and Obstetric, run by Servicio Canario de Salud at 1 site in Spain.
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 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 22 Apr 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 Spain. 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?
Learning Gain (time frame: On day 1 of the intervention and in the end of treatment every session). 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 22 Apr 2026.