Physical Therapy EducationKahoot-SPPNCT07846982
Kahoot!-Integrated Education for Stroke Patient Positioning
A study testing traditional classroom teaching followed by Kahoot!-integrated interactive instruction and conventional lecture-based instruction without Kahoot!-integrated activities in people with Physical Therapy Education, run by Kaohsiung Veterans General Hospital. at 1 site in Taiwan.
Trial summary
This randomized controlled trial evaluated the effects of integrating the Kahoot! online interactive response system into instruction on stroke patient positioning among physical therapy interns. Participants were randomly assigned to an experimental group or a control group. Read more about this study
- Who is it for?
- Ages 18 to 80 yearsHealthy volunteers can take part
- Conditions the study is for
- Physical Therapy Education
- What is being tested?
- traditional classroom teaching followed by Kahoot!-integrated interactive instruction and conventional lecture-based instruction without Kahoot!-integrated activities
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 60 participants
- Where
- 1 siteTaiwan
- Study dates
- 1 Nov 2022to 30 May 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 to 80 years
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Physical therapy interns participating in the designated clinical skills training course Aged 18 years or older Scheduled to attend instructional sessions on stroke patient positioning Able to complete the OSCE assessments and self-administered questionnaires Provided informed consent to participate in the study
Who cannot join
- Previous structured training in stroke patient positioning that could influence the learning outcomes Unable to attend or participate in the required instructional sessions Unable to complete the required pre-intervention and post-intervention assessments
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effects of Kahoot!-Integrated Instruction on Learning Motivation and Stroke Patient Positioning Skills Among Physical Therapy Interns: A Randomized Controlled Trial
This randomized controlled trial evaluated the effects of integrating the Kahoot! online interactive response system into instruction on stroke patient positioning among physical therapy interns. Participants were randomly assigned to an experimental group or a control group. Both groups received the same course content on correct positioning of patients with stroke. The experimental group received Kahoot!-integrated interactive instruction, whereas the control group received conventional lecture-based instruction only.
Learning motivation and clinical performance were assessed before and immediately after the course using the Attention, Relevance, Confidence, and Satisfaction (ARCS) Learning Motivation Scale and an objective structured clinical examination (OSCE) of stroke patient positioning. Participants in the experimental group also completed a satisfaction questionnaire regarding the Kahoot!-integrated instruction. Pre-course and post-course outcomes were analyzed to compare changes between the two groups.
Keywords: Kahoot!; online interactive response system; stroke patient positioning; learning motivation; clinical performance; physical therapy interns
Read the detailed description
- Content
- Research Motive and Purpose The Interactive Response System (IRS) is a technology-enhanced instructional tool that allows students to provide real-time feedback to instructors through electronic devices such as smartphones, tablets, or personal digital assistants (PDAs), thereby improving the quality of classroom instruction. Previous studies have demonstrated that IRS is one of the key tools that significantly enhances student engagement and learning motivation.Detailed Description
Interactive response systems provide real-time questions and feedback during classroom instruction and may increase students' attention, participation, and understanding of course content. Kahoot! is a game-based interactive response platform that allows learners to answer questions using mobile devices and receive immediate feedback. Its use may transform conventional instructor-centered teaching into a more interactive learning experience.
Learning motivation is an important factor in clinical skills education. The Attention, Relevance, Confidence, and Satisfaction (ARCS) model describes four dimensions of learning motivation that may influence students' engagement and learning outcomes. This study evaluated whether integrating Kahoot! into clinical skills instruction improved learning motivation and stroke patient-positioning performance among physical therapy interns.
This study used a randomized, two-arm educational intervention design. Approximately 60 physical therapy interns at a medical center in southern Taiwan were randomly assigned in a 1:1 ratio to an experimental group or an active comparator group.
Both groups received instruction covering the same learning objectives and course content related to correct bed positioning of patients with stroke and caregiver education. The experimental group received conventional classroom teaching followed by a Kahoot!-based interactive activity involving quiz questions and immediate feedback. The active comparator group received conventional lecture-based instruction without Kahoot!-based activities.
Participants in both groups completed assessments at baseline and immediately after the course. Clinical performance was evaluated using a single-station objective structured clinical examination (OSCE) of stroke patient positioning. Performance was scored using a standardized checklist, with higher scores indicating better clinical performance.
Learning motivation was evaluated using the 24-item ARCS Learning Motivation Scale. The scale contains four six-item subscales: Attention, Relevance, Confidence, and Satisfaction. Items were rated on a five-point Likert scale, with higher scores indicating greater learning motivation.
Participants in the experimental group also completed a 14-item satisfaction questionnaire concerning the Kahoot!-integrated instruction. Items were rated on a five-point Likert scale ranging from 1, "strongly disagree," to 5, "strongly agree," with higher scores indicating greater satisfaction. Open-ended questions collected feedback about participants' learning experiences, perceived benefits, suggestions, and areas for improvement.
Changes in OSCE performance and ARCS learning-motivation scores from baseline to the immediate post-course assessment were compared between the two groups.
- Conditions
- Physical Therapy Education
- Being tested
- traditional classroom teaching followed by Kahoot!-integrated interactive instruction, conventional lecture-based instruction without Kahoot!-integrated activities
- Keywords
- Kahoot!, gamified learning, stroke positioning, learning motivation
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
traditional classroom teaching followed by Kahoot!-integrated interactive instructionOther
Participants received conventional classroom instruction on patient positioning, followed by a Kahoot!-based interactive learning activity. The activity included quiz questions, immediate feedback, and score-based engagement to reinforce the instructional content.
conventional lecture-based instruction without Kahoot!-integrated activitiesOther
conventional lecture-based instruction without Kahoot!-integrated activities
| Study group | Role | What they receive |
|---|---|---|
| Arm Title 1: Experimental Group: Kahoot!-Integrated Instruction | Experimental | Experimental Group:
Participants received traditional classroom teaching followed by Kahoot!-integrated interactive instruction.
Control Group:
Participants received conventional lecture-based instruction without Kahoot!-integrated activities Receives: Other: traditional classroom teaching followed by Kahoot!-integrated interactive instruction |
| Arm Title 2: Control Group: Convent | Active comparator | Control Group:
Participants received conventional lecture-based instruction without Kahoot!-integrated activities. Receives: Other: conventional lecture-based instruction without Kahoot!-integrated activities |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Objective Structured Clinical Examination (OSCE) Score for Patient Positioning Performance
Participants in both groups completed an OSCE before and immediately after the course. Patient-positioning performance was evaluated using a standardized checklist. Total scores ranged from 0 to 100, with higher scores indicating better performance. The change from the pre-course to the post-course OSCE score was compared between the two groups.
Measured: Baseline and immediately after completion of the course on Day 1
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted29 Sep 2026
- Study start1 Nov 2022
- Primary completion30 Mar 2026
- Study completion30 May 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (5)Papers the sponsor has linked to this study.
- Other trials for Physical Therapy EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Study Aim and Participants This study aimed to evaluate the effects of Kahoot!-integrated instruction on learning motivation and OSCE performance in stroke patient-positioning skills among physical therapy interns. The instructional topic was "Proper Positioning of Patients With Stroke for Family Caregivers." This interventional educational study recruited physical therapy interns undergoing clinical training at a medical center in southern Taiwan. Eligible participants were physical therapy students aged 18 years or older. Before enrollment, students received information about the study objectives, procedures, potential benefits, and their rights as participants. Participation was voluntary, and written informed consent was obtained before data collection. Students who declined to participate experienced no academic or clinical-training penalties.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 60 participants (actual)
Sponsor and investigators
- Lead sponsor
- Kaohsiung Veterans General Hospital.
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Wan-Yun Huang, Kaohsiung Veterans General Hospital.
- Investigators
- wan-yun huang, phd, Study chair, Kaohsiung Veterans General Hospital.
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07846982
- Sponsor's protocol ID
- KSVGH22-CT10-27
- Acronym
- Kahoot-SPP
- Status last verified
- Sep 2026
- First submitted
- 10 Jan 2026
- Last updated
- 29 Sep 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: all collected IPD, all IPD that underlie results in a publication
Publications
Cortes-Perez I, Zagalaz-Anula N, Lopez-Ruiz MDC, Diaz-Fernandez A, Obrero-Gaitan E, Osuna-Perez MC. Study Based on Gamification of Tests through Kahoot! and Reward Game Cards as an Innovative Tool in Physiotherapy Students: A Preliminary Study. Healthcare (Basel). 2023 Feb 15;11(4):578. doi: 10.3390/healthcare11040578.
PubMed 36833112Sandoval-Hernandez I, Molina-Torres G, Leon-Morillas F, Ropero-Padilla C, Gonzalez-Sanchez M, Martinez-Cal J. Analysis of different gamification-based teaching resources for physiotherapy students: a comparative study. BMC Med Educ. 2023 Sep 18;23(1):675. doi: 10.1186/s12909-023-04576-8.
PubMed 37723502• Wang, A. I. (2020). The use of Kahoot! in education: A review of empirical research. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
• Kalleny, N. K. (2020). Enhancement of active learning and engagement in histology course for medical students using Kahoot!. Journal of Microscopy and Ultrastructure, 8(3), 139-144. https://pmc.ncbi.nlm.nih.gov/articles/PMC7883495/
Huang WD, Loid V, Sung JS. Reflecting on gamified learning in medical education: a systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012-2022. BMC Med Educ. 2024 Jan 3;24(1):20. doi: 10.1186/s12909-023-04955-1.
PubMed 38172852
Study at a glance
From the registry record, last updated by the sponsor on 29 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Kahoot!-Integrated Instruction on Learning Motivation and Stroke Patient Positioning Skills Among Physical Therapy Interns: A Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT07846982
- Acronym / sponsor ID
- Kahoot-SPP / KSVGH22-CT10-27
- Conditions
- Physical Therapy Education
- Keywords
- Kahoot!, gamified learning, stroke positioning, learning motivation
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 60 participants (actual)
- Lead sponsor
- Kaohsiung Veterans General Hospital.University, hospital or other
- Study start
- 1 Nov 2022 (actual)
- Primary completion
- 30 Mar 2026 (actual)
- Study completion
- 30 May 2026 (actual)
- First posted
- 29 Sep 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 controlled trial evaluated the effects of integrating the Kahoot! online interactive response system into instruction on stroke patient positioning among physical therapy interns. Participants were randomly assigned to an experimental group or a control group. Both groups received the same course content on correct positioning of patients with stroke. The experimental group received Kahoot!-integrated interactive instruction, whereas the control group received conventional lecture-based instruction only.
Learning motivation and clinical performance were assessed before and immediately after the course using the Attention, Relevance, Confidence, and Satisfaction (ARCS) Learning Motivation Scale and an objective structured clinical examination (OSCE) of stroke patient positioning. Participants in the experimental group also completed a satisfaction questionnaire regarding the Kahoot!-integrated instruction. Pre-course and post-course outcomes were analyzed to compare changes between the two groups.
Keywords: Kahoot!; online interactive response system; stroke patient positioning; learning motivation; clinical performance; physical therapy interns
Detailed description
- Content
- Research Motive and Purpose The Interactive Response System (IRS) is a technology-enhanced instructional tool that allows students to provide real-time feedback to instructors through electronic devices such as smartphones, tablets, or personal digital assistants (PDAs), thereby improving the quality of classroom instruction. Previous studies have demonstrated that IRS is one of the key tools that significantly enhances student engagement and learning motivation.Detailed Description
Interactive response systems provide real-time questions and feedback during classroom instruction and may increase students' attention, participation, and understanding of course content. Kahoot! is a game-based interactive response platform that allows learners to answer questions using mobile devices and receive immediate feedback. Its use may transform conventional instructor-centered teaching into a more interactive learning experience.
Learning motivation is an important factor in clinical skills education. The Attention, Relevance, Confidence, and Satisfaction (ARCS) model describes four dimensions of learning motivation that may influence students' engagement and learning outcomes. This study evaluated whether integrating Kahoot! into clinical skills instruction improved learning motivation and stroke patient-positioning performance among physical therapy interns.
This study used a randomized, two-arm educational intervention design. Approximately 60 physical therapy interns at a medical center in southern Taiwan were randomly assigned in a 1:1 ratio to an experimental group or an active comparator group.
Both groups received instruction covering the same learning objectives and course content related to correct bed positioning of patients with stroke and caregiver education. The experimental group received conventional classroom teaching followed by a Kahoot!-based interactive activity involving quiz questions and immediate feedback. The active comparator group received conventional lecture-based instruction without Kahoot!-based activities.
Participants in both groups completed assessments at baseline and immediately after the course. Clinical performance was evaluated using a single-station objective structured clinical examination (OSCE) of stroke patient positioning. Performance was scored using a standardized checklist, with higher scores indicating better clinical performance.
Learning motivation was evaluated using the 24-item ARCS Learning Motivation Scale. The scale contains four six-item subscales: Attention, Relevance, Confidence, and Satisfaction. Items were rated on a five-point Likert scale, with higher scores indicating greater learning motivation.
Participants in the experimental group also completed a 14-item satisfaction questionnaire concerning the Kahoot!-integrated instruction. Items were rated on a five-point Likert scale ranging from 1, "strongly disagree," to 5, "strongly agree," with higher scores indicating greater satisfaction. Open-ended questions collected feedback about participants' learning experiences, perceived benefits, suggestions, and areas for improvement.
Changes in OSCE performance and ARCS learning-motivation scores from baseline to the immediate post-course assessment were compared between the two groups.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- Study Aim and Participants This study aimed to evaluate the effects of Kahoot!-integrated instruction on learning motivation and OSCE performance in stroke patient-positioning skills among physical therapy interns. The instructional topic was "Proper Positioning of Patients With Stroke for Family Caregivers." This interventional educational study recruited physical therapy interns undergoing clinical training at a medical center in southern Taiwan. Eligible participants were physical therapy students aged 18 years or older. Before enrollment, students received information about the study objectives, procedures, potential benefits, and their rights as participants. Participation was voluntary, and written informed consent was obtained before data collection. Students who declined to participate experienced no academic or clinical-training penalties.
| Arm | Type | Receives |
|---|---|---|
| Arm Title 1: Experimental Group: Kahoot!-Integrated Instruction | Experimental | Other: traditional classroom teaching followed by Kahoot!-integrated interactive instructionExperimental Group: Participants received traditional classroom teaching followed by Kahoot!-integrated interactive instruction. Control Group: Participants received conventional lecture-based instruction without Kahoot!-integrated activities |
| Arm Title 2: Control Group: Convent | Active comparator | Other: conventional lecture-based instruction without Kahoot!-integrated activitiesControl Group: Participants received conventional lecture-based instruction without Kahoot!-integrated activities. |
Who may qualify
- Ages
- 18 to 80 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- Physical therapy interns participating in the designated clinical skills training course Aged 18 years or older Scheduled to attend instructional sessions on stroke patient positioning Able to complete the OSCE assessments and self-administered questionnaires Provided informed consent to participate in the study
Key exclusion criteria (1 listed)
- Previous structured training in stroke patient positioning that could influence the learning outcomes Unable to attend or participate in the required instructional sessions Unable to complete the required pre-intervention and post-intervention assessments
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 |
|---|---|---|
| traditional classroom teaching followed by Kahoot!-integrated interactive instructionParticipants received conventional classroom instruction on patient positioning, followed by a Kahoot!-based interactive learning activity. The activity included quiz questions, immediate feedback, and score-based engagement to reinforce the instructional content. | Other | Arm Title 1: Experimental Group: Kahoot!-Integrated Instruction |
| conventional lecture-based instruction without Kahoot!-integrated activitiesconventional lecture-based instruction without Kahoot!-integrated activities | Other | Arm Title 2: Control Group: Convent |
Primary outcome
Change in Objective Structured Clinical Examination (OSCE) Score for Patient Positioning Performance
Time frame: Baseline and immediately after completion of the course on Day 1
Participants in both groups completed an OSCE before and immediately after the course. Patient-positioning performance was evaluated using a standardized checklist. Total scores ranged from 0 to 100, with higher scores indicating better performance. The change from the pre-course to the post-course OSCE score was compared between the two groups.
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 29 Sep 2026.
- Background: PubMed 36833112Cortes-Perez I, Zagalaz-Anula N, Lopez-Ruiz MDC, Diaz-Fernandez A, Obrero-Gaitan E, Osuna-Perez MC. Study Based on Gamification of Tests through Kahoot! and Reward Game Cards as an Innovative Tool in Physiotherapy Students: A Preliminary Study. Healthcare (Basel). 2023 Feb 15;11(4):578. doi: 10.3390/healthcare11040578.
- Background: PubMed 37723502Sandoval-Hernandez I, Molina-Torres G, Leon-Morillas F, Ropero-Padilla C, Gonzalez-Sanchez M, Martinez-Cal J. Analysis of different gamification-based teaching resources for physiotherapy students: a comparative study. BMC Med Educ. 2023 Sep 18;23(1):675. doi: 10.1186/s12909-023-04576-8.
- Background• Wang, A. I. (2020). The use of Kahoot! in education: A review of empirical research. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
- Background• Kalleny, N. K. (2020). Enhancement of active learning and engagement in histology course for medical students using Kahoot!. Journal of Microscopy and Ultrastructure, 8(3), 139-144. https://pmc.ncbi.nlm.nih.gov/articles/PMC7883495/
- Background: PubMed 38172852Huang WD, Loid V, Sung JS. Reflecting on gamified learning in medical education: a systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012-2022. BMC Med Educ. 2024 Jan 3;24(1):20. doi: 10.1186/s12909-023-04955-1.
- Individual participant dataSharing planned: No. all collected IPD, all IPD that underlie results in a publication
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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.
wan-yun huang, phd study chair
Kaohsiung Veterans General Hospital.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing traditional classroom teaching followed by Kahoot!-integrated interactive instruction and conventional lecture-based instruction without Kahoot!-integrated activities in people with Physical Therapy Education, run by Kaohsiung Veterans General Hospital. at 1 site in Taiwan.
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 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 29 Sep 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 Taiwan. 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?
Change in Objective Structured Clinical Examination (OSCE) Score for Patient Positioning Performance (time frame: Baseline and immediately after completion of the course on Day 1). 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 NCT07846982, which also lists 5 linked publications.
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 29 Sep 2026.