Health LiteracyNCT07667127
Comparing Digital and Collaborative Gamified Reinforcement Strategies for HPV Literacy and Retention Among Nursing Students
A study testing Escape Room-Based Gamified Reinforcement and Gimkit-Based Gamified Reinforcement in people with Health Literacy and Human Papillomavirus (HPV) Infection, run by Aydin Adnan Menderes University.
Trial summary
This randomized comparative study aims to evaluate the effectiveness of two gamified reinforcement strategies, Gimkit and Escape Room, on human papillomavirus (HPV) literacy, short-term retention, and gameful learning experiences among undergraduate nursing students. Read more about this study
- Who is it for?
- Ages 18 to 45 yearsHealthy volunteers can take part
- Conditions the study is for
- Health Literacy, Human Papillomavirus (HPV) Infection, Nursing Education
- What is being tested?
- Escape Room-Based Gamified Reinforcement and Gimkit-Based Gamified Reinforcement
- Type of treatment
- Vaccines, Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 64 participants
- Where
- No sites listed yet
- Study dates
- 21 Sep 2026to 26 Oct 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 45 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Being a nursing student
- Voluntary participation
- Aged 18 years or older
- Participation in all measurement points
- Ownership of a smartphone
- Internet access
- Having headphones
Who cannot join
- Incomplete data forms
- Not participating in intervention sessions
- Absence in posttest or follow-up
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official title: Comparing Digital and Collaborative Gamified Reinforcement Strategies for HPV Literacy and Retention Among Nursing Students: A Randomized Comparative Study
This randomized comparative study aims to evaluate the effectiveness of two gamified reinforcement strategies, Gimkit and Escape Room, on human papillomavirus (HPV) literacy, short-term retention, and gameful learning experiences among undergraduate nursing students. Following standardized theoretical instruction on HPV infection, participants will be randomly assigned to either a digital quiz-based gamification intervention (Gimkit) or a collaborative Escape Room activity. Outcomes will be assessed using the Human Papillomavirus Literacy Scale (HPV-LS) and the Gameful Experience Scale (GAMEX) at multiple time points, including baseline, post-theoretical instruction, post-intervention, and one-month follow-up.
Read the detailed description
Human papillomavirus (HPV) is one of the most common sexually transmitted infections worldwide and is associated with several cancers, including cervical, anal, penile, and oropharyngeal cancers. Nurses play a critical role in HPV prevention through health education, vaccination advocacy, and screening promotion. Therefore, enhancing HPV literacy among nursing students is an important educational objective.
Gamification has emerged as an innovative educational approach that can increase learner engagement, motivation, and knowledge retention. However, evidence comparing different gamification modalities within the same educational context remains limited. Digital quiz-based platforms and collaborative escape room activities represent two distinct gamification strategies that may facilitate learning through different cognitive and social mechanisms.
This study will compare the effects of a Gimkit-based digital reinforcement activity and a collaborative Escape Room intervention following standardized HPV education. The primary outcome will be HPV literacy. Secondary outcomes will include HPV literacy subdimension scores and gameful learning experiences. The findings are expected to provide evidence regarding the comparative effectiveness of different gamification approaches in nursing education and contribute to the design of evidence-based educational interventions.
The study will be conducted among third-year nursing students enrolled in the Obstetrics and Gynecology Nursing course.
Participants will be randomly assigned into two groups:
- Gimkit-based gamification combined with theoretical education
- Escape room-based gamification combined with theoretical education
All participants will receive standardized theoretical instruction on Human Papillomavirus (HPV). Subsequently, participants in the intervention groups will engage in gamified learning activities (Gimkit or escape room).
Data Collection Instruments
Data will be collected using the following instruments:
- Student Information Form The form will develop by the researchers based on the literature and included questions related to participants' age, gender, prior awareness of HPV, sources of HPV-related information, mobile gaming habits, and family history of cervical cancer
- Human Papillomavirus Literacy Scale (HPV-LS) The Human Papillomavirus Literacy Scale (HPV-LS), developed by Türkoğlu and Akpınar Ay (2025), evaluates individuals' knowledge, comprehension, and decision-making abilities related to HPV.
- Gameful Experience Scale (GAMEX) The Gameful Experience Scale (GAMEX), developed by Eppmann et al. (2018), is used to assess participants' game-based learning experiences.
Data Collection Time Points
Data will be collected at four time points:
- Pretest (before theoretical education)
- Posttest 1 (immediately after theoretical education)
- Posttest 2 (immediately after the intervention)
- Follow-up test (one month after Posttest 2)
Statistical Analysis Changes in HPV literacy over time will be analyzed using linear mixed-effects models. Time, group, and group-by-time interaction will be entered as fixed effects, and participant identification number will be included as a random effect. Sensitivity analyses will be performed to adjust for baseline differences in prior HPV knowledge. Statistical significance will be set at p < .05.
- Being tested
- Escape Room-Based Gamified Reinforcement, Gimkit-Based Gamified Reinforcement
- Keywords
- HPV literacy, nursing education, educational intervention, gimkit, escape room, Human Papillomavirus, game-based learning, gamification, knowledge retention
- Medical subject headings
- Papillomavirus Infections, Infections
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Escape Room-Based Gamified ReinforcementBehavioural
A collaborative educational reinforcement activity designed according to constructivist and experiential learning principles to improve HPV literacy and knowledge retention. Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participation in structured escape room intervention will design as a collaborative, problem-solving-based learning activity conducted in groups of 7 students. Participants will randomly assigned to 4 groups and placed in separate classrooms to prevent interaction between groups. The escape room will consist of 4 stations involving HPV-related crossword puzzles, word-search activities, matching exercises, and problem-solving tasks developed according to the study learning objectives. Students will attempt to complete all activities within 20 minutes under moderator supervision. Groups can request hints from the moderator when needed; however, each hint resulted in a 1-minute time penalty.
Gimkit-Based Gamified ReinforcementBehavioural
Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participation in a Gimkit-based digital quiz game consisting of multiple-choice and true/false questions designed to reinforce HPV-related knowledge.The Gimkit intervention will consist of a digitally structured, quiz-based gamification activity including multiple-choice and true/false questions related to HPV infection, vaccination, screening, and prevention. The activity will design to support retrieval practice and immediate feedback processes. Students individually will access the game using smartphones and personal login codes in the classroom environment. All participants will start the activity simultaneously and completed the questions within 20 minutes while using headphones to minimize distraction and interaction among students.
| Study group | Role | What they receive |
|---|---|---|
| Escape Room Group | Experimental | Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participants will engage in a collaborative Escape Room activity involving HPV-related problem-solving tasks, crossword puzzles, matching exercises, and educational challenges completed in small groups. Receives: Behavioral: Escape Room-Based Gamified Reinforcement |
| Gimkit Group | Experimental | Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by a digital quiz-based educational reinforcement activity (Gimkit) designed according to retrieval practice and test-enhanced learning principles to improve HPV literacy and knowledge retention. Participants will complete an individual digital gamification activity using the Gimkit platform. The intervention includes multiple-choice and true/false questions focusing on HPV transmission, vaccination, screening, prevention, and nursing responsibilities. Immediate feedback will be provided throughout the activity. Receives: Behavioral: Gimkit-Based Gamified Reinforcement |
What is being measured
The primary outcome is the main question the study is designed to answer.
Human Papillomavirus Literacy
HPV literacy will be measured using the Human Papillomavirus Literacy Scale (HPV-LS). Scores range from 24 to 120; higher scores indicate higher literacy. Higher scores indicate higher levels of HPV literacy.
Measured: Baseline (Day 0, 21.09.2026), immediately after theoretical education (Day 0), immediately after the intervention (Day 7, 28.09.2026), and follow-up (Day 28, 26.10.2026)
Secondary outcomes (1)
Gamified Learning Experience
The Gameful Experience Scale (GAMEX) was developed by Eppmann et al. to evaluate students' perceptions of gamified learning experiences and was adapted into Turkish by Hatipoğlu and Türker (Eppmann et al., 2018; Hatipoğlu \& Türker, 2022). The scale consists of 27 items rated on a 5-point Likert scale and assesses six dimensions: enjoyment, engagement, creative thinking, activation, absence of negative affect, and dominance. Total scores range from 27 to 135, with higher scores indicating a more positive game-based learning experience. The Turkish version demonstrated excellent internal consistency, with a Cronbach's α coefficient of 0.93 in the validation study.
Measured: Day 7 (28.09.2026)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted24 Jun 2026
- Study start21 Sep 2026 (estimated)
- Primary completion26 Oct 2026 (estimated)
- Study completion26 Oct 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Health LiteracyStudies of the same condition, open and under way.
- More trials run by Aydin Adnan Menderes 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Participants will be randomly assigned to one of two educational reinforcement interventions following standardized HPV theoretical instruction. One group will receive a digital quiz-based gamification intervention using Gimkit, whereas the second group will participate in a collaborative Escape Room activity. Outcome measures will be assessed longitudinally across four measurement points.
- Masking
- None (open label)
- Enrolment
- 64 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Aydin Adnan Menderes University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Nihal Taskiran, Aydin Adnan Menderes University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07667127
- Sponsor's protocol ID
- 2026-HPV Literacy
- Status last verified
- Jun 2026
- First submitted
- 19 Jun 2026
- Last updated
- 2 Jul 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 2 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Comparing Digital and Collaborative Gamified Reinforcement Strategies for HPV Literacy and Retention Among Nursing Students: A Randomized Comparative Study
- ClinicalTrials.gov ID
- NCT07667127
- Acronym / sponsor ID
- 2026-HPV Literacy
- Keywords
- HPV literacy, nursing education, educational intervention, gimkit, escape room, Human Papillomavirus, game-based learning, gamification
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 64 participants (estimated)
- Lead sponsor
- Aydin Adnan Menderes UniversityUniversity, hospital or other
- Study start
- 21 Sep 2026 (estimated)
- Primary completion
- 26 Oct 2026 (estimated)
- Study completion
- 26 Oct 2026 (estimated)
- First posted
- 24 Jun 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 randomized comparative study aims to evaluate the effectiveness of two gamified reinforcement strategies, Gimkit and Escape Room, on human papillomavirus (HPV) literacy, short-term retention, and gameful learning experiences among undergraduate nursing students. Following standardized theoretical instruction on HPV infection, participants will be randomly assigned to either a digital quiz-based gamification intervention (Gimkit) or a collaborative Escape Room activity. Outcomes will be assessed using the Human Papillomavirus Literacy Scale (HPV-LS) and the Gameful Experience Scale (GAMEX) at multiple time points, including baseline, post-theoretical instruction, post-intervention, and one-month follow-up.
Detailed description
Human papillomavirus (HPV) is one of the most common sexually transmitted infections worldwide and is associated with several cancers, including cervical, anal, penile, and oropharyngeal cancers. Nurses play a critical role in HPV prevention through health education, vaccination advocacy, and screening promotion. Therefore, enhancing HPV literacy among nursing students is an important educational objective.
Gamification has emerged as an innovative educational approach that can increase learner engagement, motivation, and knowledge retention. However, evidence comparing different gamification modalities within the same educational context remains limited. Digital quiz-based platforms and collaborative escape room activities represent two distinct gamification strategies that may facilitate learning through different cognitive and social mechanisms.
This study will compare the effects of a Gimkit-based digital reinforcement activity and a collaborative Escape Room intervention following standardized HPV education. The primary outcome will be HPV literacy. Secondary outcomes will include HPV literacy subdimension scores and gameful learning experiences. The findings are expected to provide evidence regarding the comparative effectiveness of different gamification approaches in nursing education and contribute to the design of evidence-based educational interventions.
The study will be conducted among third-year nursing students enrolled in the Obstetrics and Gynecology Nursing course.
Participants will be randomly assigned into two groups:
- Gimkit-based gamification combined with theoretical education
- Escape room-based gamification combined with theoretical education
All participants will receive standardized theoretical instruction on Human Papillomavirus (HPV). Subsequently, participants in the intervention groups will engage in gamified learning activities (Gimkit or escape room).
Data Collection Instruments
Data will be collected using the following instruments:
- Student Information Form The form will develop by the researchers based on the literature and included questions related to participants' age, gender, prior awareness of HPV, sources of HPV-related information, mobile gaming habits, and family history of cervical cancer
- Human Papillomavirus Literacy Scale (HPV-LS) The Human Papillomavirus Literacy Scale (HPV-LS), developed by Türkoğlu and Akpınar Ay (2025), evaluates individuals' knowledge, comprehension, and decision-making abilities related to HPV.
- Gameful Experience Scale (GAMEX) The Gameful Experience Scale (GAMEX), developed by Eppmann et al. (2018), is used to assess participants' game-based learning experiences.
Data Collection Time Points
Data will be collected at four time points:
- Pretest (before theoretical education)
- Posttest 1 (immediately after theoretical education)
- Posttest 2 (immediately after the intervention)
- Follow-up test (one month after Posttest 2)
Statistical Analysis Changes in HPV literacy over time will be analyzed using linear mixed-effects models. Time, group, and group-by-time interaction will be entered as fixed effects, and participant identification number will be included as a random effect. Sensitivity analyses will be performed to adjust for baseline differences in prior HPV knowledge. Statistical significance will be set at p < .05.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Participants will be randomly assigned to one of two educational reinforcement interventions following standardized HPV theoretical instruction. One group will receive a digital quiz-based gamification intervention using Gimkit, whereas the second group will participate in a collaborative Escape Room activity. Outcome measures will be assessed longitudinally across four measurement points.
| Arm | Type | Receives |
|---|---|---|
| Escape Room Group | Experimental | Behavioral: Escape Room-Based Gamified ReinforcementParticipants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participants will engage in a collaborative Escape Room activity involving HPV-related problem-solving tasks, crossword puzzles, matching exercises, and educational challenges completed in small groups. |
| Gimkit Group | Experimental | Behavioral: Gimkit-Based Gamified ReinforcementParticipants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by a digital quiz-based educational reinforcement activity (Gimkit) designed according to retrieval practice and test-enhanced learning principles to improve HPV literacy and knowledge retention. Participants will complete an individual digital gamification activity using the Gimkit platform. The intervention includes multiple-choice and true/false questions focusing on HPV transmission, vaccination, screening, prevention, and nursing responsibilities. Immediate feedback will be provided throughout the activity. |
Who may qualify
- Ages
- 18 to 45 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (7 listed)
- Being a nursing student
- Voluntary participation
- Aged 18 years or older
- Participation in all measurement points
- Ownership of a smartphone
Key exclusion criteria (3 listed)
- Incomplete data forms
- Not participating in intervention sessions
- Absence in posttest or follow-up
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 |
|---|---|---|
| Escape Room-Based Gamified ReinforcementA collaborative educational reinforcement activity designed according to constructivist and experiential learning principles to improve HPV literacy and knowledge retention. Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participation in structured escape room intervention will design as a collaborative, problem-solving-based learning activity conducted in groups of 7 students. Participants will randomly assigned to 4 groups and placed in separate classrooms to prevent interaction between groups. The escape room will consist of 4 stations involving HPV-related crossword puzzles, word-search activities, matching exercises, and problem-solving tasks developed according to the study learning objectives. Students will attempt to complete all activities within 20 minutes under moderator supervision. Groups can request hints from the moderator when needed; however, each hint resulted in a 1-minute time penalty. | Behavioural | Escape Room Group |
| Gimkit-Based Gamified ReinforcementParticipants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participation in a Gimkit-based digital quiz game consisting of multiple-choice and true/false questions designed to reinforce HPV-related knowledge.The Gimkit intervention will consist of a digitally structured, quiz-based gamification activity including multiple-choice and true/false questions related to HPV infection, vaccination, screening, and prevention. The activity will design to support retrieval practice and immediate feedback processes. Students individually will access the game using smartphones and personal login codes in the classroom environment. All participants will start the activity simultaneously and completed the questions within 20 minutes while using headphones to minimize distraction and interaction among students. | Behavioural | Gimkit Group |
Primary outcome
Human Papillomavirus Literacy
Time frame: Baseline (Day 0, 21.09.2026), immediately after theoretical education (Day 0), immediately after the intervention (Day 7, 28.09.2026), and follow-up (Day 28, 26.10.2026)
HPV literacy will be measured using the Human Papillomavirus Literacy Scale (HPV-LS). Scores range from 24 to 120; higher scores indicate higher literacy. Higher scores indicate higher levels of HPV literacy.
1 secondary outcome
Gamified Learning Experience
Time frame: Day 7 (28.09.2026)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 2 Jul 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.
Questions about this trial
What is this clinical trial studying?
A study testing Escape Room-Based Gamified Reinforcement and Gimkit-Based Gamified Reinforcement in people with Health Literacy and Human Papillomavirus (HPV) Infection, run by Aydin Adnan Menderes University.
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 7 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: opening soon, as of the sponsor's last update on 2 Jul 2026. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact NİHAL TAŞKIRAN (+905055729899, nihaltaskiran@adu.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Human Papillomavirus Literacy (time frame: Baseline (Day 0, 21.09.2026), immediately after theoretical education (Day 0), immediately after the intervention (Day 7, 28.09.2026), and follow-up (Day 28, 26.10.2026)). 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 2 Jul 2026.