Game Based LearningGame-BasedNCT07442331
The Effect of Game-Based Learning on Identifying Cognitive Distortions and Interpersonal Communication Competence in Nursing Students' in the Care of Anxious Individuals
A study testing Game based learning in people with Game Based Learning, run by Necmettin Erbakan University at 1 site in Turkey (Türkiye).
Trial summary
Game-based learning methods in nursing education are important intervention techniques in terms of case management. This study aims to examine the effect of game-based learning in the care of anxious individuals on identifying cognitive distortions and interpersonal communication competence in nursing students.The… Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Game Based Learning
- What is being tested?
- Game based learning
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 70 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 25 Feb 2026to 11 Mar 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 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being a first-year nursing student,
- Successfully completing the self-awareness and communication management course,
- Having internet access, and
- Being willing to participate in the research.
Who cannot join
- Difficulty speaking and understanding Turkish,
- Not participating in theoretical training,
- Not playing the game prepared for the case,
- Incomplete or missing data collection forms,
- Wanting to leave the research.
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Necmettin Erbakan University Faculty of Nursing
Konya, Konya
About this study
Game-based learning methods in nursing education are important intervention techniques in terms of case management.
This study aims to examine the effect of game-based learning in the care of anxious individuals on identifying cognitive distortions and interpersonal communication competence in nursing students.The research will be conducted at a state university's nursing faculty. The research will be conducted at a state university's nursing faculty. The sample of the research consists of first-year nursing students taking the self-awareness and communication course. There are 103 students taking the self-awareness and communication management course in the fall semester of 2025-2026. There are 80 first-year nursing students who have successfully completed the course. The study aims to reach the entire sample .
Read the detailed description
Data will be collected using the "Sociodemographic Information Form," "Cognitive Distortion Scale," and "Interpersonal Communication Competence Scale." Expert opinions will be obtained on the case of an anxious patient hospitalized, and the final outcome of the case will be provided. The case of the anxious patient will be turned into a game using an interactive web-based tool (https://www.powtoon.com/) that resembles real life. The program will use a voice chat tool and various characters. In the game, students in the intervention group will be asked to identify cognitive distortions and determine communication techniques through questions created for the anxious individual. Students in the intervention group will be given the opportunity to play the game at least twice over a two-week period. One week after playing the game, the Cognitive Distortion Scale and Interpersonal Communication Competence Scale will be completed. One week after playing the game, the Cognitive Distortion Scale and Interpersonal Communication Competence scales will be completed. To determine the interaction over time, follow-up tests (Cognitive Distortion Scale and Interpersonal Communication Competence) will be conducted two months after the final test application. Following the follow-up tests, the control group students will participate in a case discussion, student feedback will be collected, and the game link will be shared. The normality of the data distribution will be assessed using the Kolmogorov-Smirnov test and histogram. If the assumption of normal distribution is not met, generalized linear models or appropriate non-parametric methods (Friedman test and Mann-Whitney U test) will be used to compare changes between groups.
- Conditions
- Game Based Learning
- Being tested
- Game based learning
- Keywords
- game based learning, anxiety patient, care, cognitive distortions, communication competence
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Game based learningBehavioural
The case of an anxious patient admitted to the hospital was prepared by researchers in accordance with the literature. The prepared case was created based on the use of a game-based learning method for students in the intervention group. The case prepared in line with the literature and the questions related to the case were sent to three experts for evaluation. Revisions were made to the case based on the experts' recommendations, and the final version was produced.The responsible researcher will provide intervention and control group students with refresher theoretical training. After the theoretical training, students will be given a sociodemographic information form. Then, all students will be given a cognitive distortion and interpersonal communication competency scale (pre-test). Students in the intervention group will be given the the opportunity to play the game at least twice over a two-week period.One week after playing the game, post test will be conducted.
| Study group | Role | What they receive |
|---|---|---|
| Control | No intervention | After the theoretical training given to the students, pre-tests will be administered, followed by post-tests two weeks later. Subsequently, the responsible researcher will discuss the case with the control group and collect feedback from the students. The game link will be shared with the control group. |
| Game based learning | Experimental | The case of an anxious patient will be turned into a game using an interactive web-based tool (https://www.powtoon.com/) (Powtoon platform) that resembles real life. The program will feature a voice-over tool and various characters. In the game, students will be asked to identify cognitive distortions and determine communication techniques through questions created for the anxious individual. A QR code will be generated from the prepared game link. After theoretical training, pre-tests will be administered, then the QR code will be projected onto the main screen in the classroom by the researcher in charge. Students will be given access using the QR code and will be asked to play the game. They will be given the opportunity to play the game at least twice over a two-week period. One week after playing the game, the Cognitive Distortion Scale and Interpersonal Communication Competence scales will be completed. Receives: Behavioral: Game based learning |
What is being measured
The primary outcome is the main question the study is designed to answer.
The effect of gamed based learning on cognitive distortions
Cognitive Distortion Scale: This self-report scale was developed by Briere (2000). Batmaz et al. (2015) adapted the scale into Turkish. It consists of 15 questions related to cognitive distortions. Thinking in extremes, fortune telling (catastrophizing), discounting the positive, emotional reasoning, labeling, magnifying/minimizing, selective abstraction, mind reading, overgeneralization, personalization, impositions, jumping to conclusions, blaming oneself or others, what if? Thinking in extremes, and unfair comparison are assessed as cognitive distortions. Three different scores can be obtained from the scale: (i) frequency score, (ii) intensity score, and (iii) total score. The total (possible range = 0-75) is obtained by summing the scores of each item on the scale (Batmaz et al. 2015).
Measured: At the beginning of the study and two weeks after the application
The effect of gamed based learning on interpersonal communication competence
Interpersonal Communication Competence Scale: The measurement tool developed by Huang and Lin (2018) was adapted into Turkish by Çıkrıkçı and Çinpolat (2021). The 15-item inventory is rated on a 5-point Likert. The inventory has 4 subscales. These subscales are listening skills, social comfort skills, empathy and expression skills.In the scoring, 2 items (items 10 and 13) are reverse-scored. The scores that can be obtained from the measurement tool range from 15 to 75 (Çıkrıkçı \& Çinpolat 2021).
Measured: At the beginning of the study, two weeks after the application, and two months later.
Secondary outcomes (1)
The effect of game based learning on cognitive distortions and communication competence
Sociodemographic Information Form: Prepared by researchers in line with the literature. It consists of questions such as age, gender, place of residence, family type, and income status.
Measured: At the beginning of the study
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted2 Mar 2026
- Study start25 Feb 2026
- Primary completion11 Mar 2026
- Study completion11 Mar 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Game Based LearningStudies of the same condition, open and under way.
- More trials run by Necmettin Erbakan UniversityThe 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
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Investigator
- Enrolment
- 70 participants (actual)
Sponsor and investigators
- Lead sponsor
- Necmettin Erbakan University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Adeviye Aydın, Necmettin Erbakan University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07442331
- Sponsor's protocol ID
- 2026/1332
- Acronym
- Game-Based
- Status last verified
- Feb 2026
- First submitted
- 23 Feb 2026
- Last updated
- 9 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 9 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Game-Based Learning on Identifying Cognitive Distortions and Interpersonal Communication Competence in Nursing Students' in the Care of Anxious Individuals
- ClinicalTrials.gov ID
- NCT07442331
- Acronym / sponsor ID
- Game-Based / 2026/1332
- Conditions
- Game Based Learning
- Keywords
- game based learning, anxiety patient, care, cognitive distortions, communication competence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 70 participants (actual)
- Lead sponsor
- Necmettin Erbakan UniversityUniversity, hospital or other
- Study start
- 25 Feb 2026 (actual)
- Primary completion
- 11 Mar 2026 (actual)
- Study completion
- 11 Mar 2026 (actual)
- First posted
- 2 Mar 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.
Game-based learning methods in nursing education are important intervention techniques in terms of case management.
This study aims to examine the effect of game-based learning in the care of anxious individuals on identifying cognitive distortions and interpersonal communication competence in nursing students.The research will be conducted at a state university's nursing faculty. The research will be conducted at a state university's nursing faculty. The sample of the research consists of first-year nursing students taking the self-awareness and communication course. There are 103 students taking the self-awareness and communication management course in the fall semester of 2025-2026. There are 80 first-year nursing students who have successfully completed the course. The study aims to reach the entire sample .
Detailed description
Data will be collected using the "Sociodemographic Information Form," "Cognitive Distortion Scale," and "Interpersonal Communication Competence Scale." Expert opinions will be obtained on the case of an anxious patient hospitalized, and the final outcome of the case will be provided. The case of the anxious patient will be turned into a game using an interactive web-based tool (https://www.powtoon.com/) that resembles real life. The program will use a voice chat tool and various characters. In the game, students in the intervention group will be asked to identify cognitive distortions and determine communication techniques through questions created for the anxious individual. Students in the intervention group will be given the opportunity to play the game at least twice over a two-week period. One week after playing the game, the Cognitive Distortion Scale and Interpersonal Communication Competence Scale will be completed. One week after playing the game, the Cognitive Distortion Scale and Interpersonal Communication Competence scales will be completed. To determine the interaction over time, follow-up tests (Cognitive Distortion Scale and Interpersonal Communication Competence) will be conducted two months after the final test application. Following the follow-up tests, the control group students will participate in a case discussion, student feedback will be collected, and the game link will be shared. The normality of the data distribution will be assessed using the Kolmogorov-Smirnov test and histogram. If the assumption of normal distribution is not met, generalized linear models or appropriate non-parametric methods (Friedman test and Mann-Whitney U test) will be used to compare changes between groups.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (investigator)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Control | No intervention | –After the theoretical training given to the students, pre-tests will be administered, followed by post-tests two weeks later. Subsequently, the responsible researcher will discuss the case with the control group and collect feedback from the students. The game link will be shared with the control group. |
| Game based learning | Experimental | Behavioral: Game based learningThe case of an anxious patient will be turned into a game using an interactive web-based tool (https://www.powtoon.com/) (Powtoon platform) that resembles real life. The program will feature a voice-over tool and various characters. In the game, students will be asked to identify cognitive distortions and determine communication techniques through questions created for the anxious individual. A QR code will be generated from the prepared game link. After theoretical training, pre-tests will be administered, then the QR code will be projected onto the main screen in the classroom by the researcher in charge. Students will be given access using the QR code and will be asked to play the game. They will be given the opportunity to play the game at least twice over a two-week period. One week after playing the game, the Cognitive Distortion Scale and Interpersonal Communication Competence scales will be completed. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Being a first-year nursing student,
- Successfully completing the self-awareness and communication management course,
- Having internet access, and
- Being willing to participate in the research.
Key exclusion criteria (5 listed)
- Difficulty speaking and understanding Turkish,
- Not participating in theoretical training,
- Not playing the game prepared for the case,
- Incomplete or missing data collection forms,
- Wanting to leave the research.
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 learningThe case of an anxious patient admitted to the hospital was prepared by researchers in accordance with the literature. The prepared case was created based on the use of a game-based learning method for students in the intervention group. The case prepared in line with the literature and the questions related to the case were sent to three experts for evaluation. Revisions were made to the case based on the experts' recommendations, and the final version was produced.The responsible researcher will provide intervention and control group students with refresher theoretical training. After the theoretical training, students will be given a sociodemographic information form. Then, all students will be given a cognitive distortion and interpersonal communication competency scale (pre-test). Students in the intervention group will be given the the opportunity to play the game at least twice over a two-week period.One week after playing the game, post test will be conducted. | Behavioural | Game based learning |
Primary outcome
The effect of gamed based learning on cognitive distortions
Time frame: At the beginning of the study and two weeks after the application
Cognitive Distortion Scale: This self-report scale was developed by Briere (2000). Batmaz et al. (2015) adapted the scale into Turkish. It consists of 15 questions related to cognitive distortions. Thinking in extremes, fortune telling (catastrophizing), discounting the positive, emotional reasoning, labeling, magnifying/minimizing, selective abstraction, mind reading, overgeneralization, personalization, impositions, jumping to conclusions, blaming oneself or others, what if? Thinking in extremes, and unfair comparison are assessed as cognitive distortions. Three different scores can be obtained from the scale: (i) frequency score, (ii) intensity score, and (iii) total score. The total (possible range = 0-75) is obtained by summing the scores of each item on the scale (Batmaz et al. 2015).
The effect of gamed based learning on interpersonal communication competence
Time frame: At the beginning of the study, two weeks after the application, and two months later.
Interpersonal Communication Competence Scale: The measurement tool developed by Huang and Lin (2018) was adapted into Turkish by Çıkrıkçı and Çinpolat (2021). The 15-item inventory is rated on a 5-point Likert. The inventory has 4 subscales. These subscales are listening skills, social comfort skills, empathy and expression skills.In the scoring, 2 items (items 10 and 13) are reverse-scored. The scores that can be obtained from the measurement tool range from 15 to 75 (Çıkrıkçı \& Çinpolat 2021).
1 secondary outcome
The effect of game based learning on cognitive distortions and communication competence
Time frame: At the beginning of the study
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 9 Apr 2026.
- Individual participant dataSharing planned: No
Related trials for Game Based Learning
Not yet recruiting
Comparison of Escape Room and Branching Scenario Games in Nursing Education
Gender Prediction, Dating Violence
Active, not recruiting
Effectiveness of Digital Game-Based Learning in Teaching Surgical Site Infection Prevention to Nursing Students
Surgical Site Infection Prevention, Nursing Education
Not yet recruiting
MedSMA℞T Mobile ED
Opiate-Related Disorders, Opiate Use Disorder
Not yet recruiting
Mobile Game Simulation for Nursing Students' Decision-Making
Clinical Decision-Making and Problem-Solving Skills in Nursing Education
Not yet recruiting
Comparing Digital and Collaborative Gamified Reinforcement Strategies for HPV Literacy and Retention Among Nursing Students
Health Literacy, Human Papillomavirus (HPV) Infection
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 Game based learning in people with Game Based Learning, run by Necmettin Erbakan 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 4 inclusion and 5 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 9 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 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 effect of gamed based learning on cognitive distortions (time frame: At the beginning of the study and two weeks after the application). 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 9 Apr 2026.