ElectrocardiographySGBL-ECGNCT07857369
Storyline-Based Gamified Blended Learning for ECG Interpretation in Nursing Students
A study testing Storyline-based Gamified Blended Learning and Conventional Face-to-Face Instruction in people with Electrocardiography and Clinical Competence, run by Qom University of Medical Sciences at 1 site in Iran.
Trial summary
The goal of this randomized controlled trial is to determine whether a Storyline-based gamified blended learning (SGBL) intervention improves electrocardiogram (ECG) interpretation competence and self-reported clinical decision-making among undergraduate nursing students. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Electrocardiography, Clinical Competence
- What is being tested?
- Storyline-based Gamified Blended Learning and Conventional Face-to-Face Instruction
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 66 participants
- Where
- 1 siteIran
- Study dates
- 5 Apr 2025to 18 Jun 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Undergraduate nursing students enrolled in the 5th semester of the Bachelor of Science in Nursing (BSN) program at Qom University of Medical Sciences
- Current enrollment in the cardiovascular nursing course during the study period
- No prior participation in or completion of any structured educational program specifically focused on electrocardiogram interpretation
- Willingness to participate and provision of written informed consent
Who cannot join
- Absence from more than one educational/training session during the study
- Withdrawal of consent or reluctance to continue participation at any stage of the study
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effectiveness of a Storyline-Based Gamified Blended Learning Intervention on Electrocardiogram Interpretation Competence and Self-Reported Clinical Decision-Making Among Undergraduate Nursing Students: A Randomized Controlled Trial
The goal of this randomized controlled trial is to determine whether a Storyline-based gamified blended learning (SGBL) intervention improves electrocardiogram (ECG) interpretation competence and self-reported clinical decision-making among undergraduate nursing students.
The main questions it aims to answer are:
Read more
Does the SGBL intervention improve students' ECG interpretation competence compared with conventional face-to-face education? Does the SGBL intervention improve students' self-reported clinical decision-making compared with conventional face-to-face education? Researchers will compare the SGBL intervention with conventional face-to-face, lecture-based education covering the same educational content.
Participants will:
Attend six weekly face-to-face educational sessions, each lasting 90 minutes. Receive either the SGBL intervention or conventional face-to-face instruction. Complete assessments of ECG interpretation competence and self-reported clinical decision-making before the intervention and two weeks after completion of the educational program.
- Conditions
- Electrocardiography, Clinical Competence
- Being tested
- Storyline-based Gamified Blended Learning, Conventional Face-to-Face Instruction
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Storyline-based Gamified Blended LearningOther
The intervention group received a structured educational program that combined face-to-face instruction with an SGBL. To ensure replicability and clarity, the intervention is described below according to its core components:
- Core Educational Content (The "What"): The educational content was identical for both groups and covered common cardiovascular emergencies and cardiac dysrhythmias, including normal sinus rhythm, sinus bradycardia, sinus tachycardia, paroxysmal supraventricular tachycardia, atrial flutter, atrial fibrillation, normal and accelerated junctional rhythms, premature ventricular contractions, ventricular tachycardia, ventricular fibrillation, first-, second-, and third-degree atrioventricular blocks, and right and left bundle branch blocks. For each rhythm, students learned ECG characteristics, clinical manifestations, nursing assessment, immediate management, and appropriate therapeutic interventions.
- Instructional Delivery and Procedure (The "How"):
The interven
Conventional Face-to-Face InstructionOther
Participants assigned to the control group received conventional face-to-face instruction. Both groups received instruction covering the same core curricular topics and learning objectives, while the mode of delivery and learning activities differed between groups. All sessions were conducted by the same instructor in the same classroom setting to ensure consistency across groups. The educational content was delivered using standard PowerPoint presentations according to the routine teaching approach used within the undergraduate nursing curriculum. The control group sessions were structured into two distinct phases to match the time allocation of the intervention group: a 60-minute theoretical instruction phase, followed by a 30-minute conventional review and reinforcement phase. During this second phase, the instructor reviewed key concepts from the lecture, responded to student questions, and facilitated paper-based case discussions and group problem-solving activities. Unlike the in
| Study group | Role | What they receive |
|---|---|---|
| Storyline-based Gamified Blended Learning | Experimental | Participants in this arm receive a storyline-based gamified blended learning intervention for electrocardiogram (ECG) interpretation. The intervention combines online self-paced modules integrated with gamification elements (e.g., interactive clinical storylines, challenges, scoring, badges, and feedback) and interactive face-to-face workshop sessions focusing on clinical decision-making and ECG rhythm analysis. Receives: Other: Storyline-based Gamified Blended Learning |
| Conventional Face-to-Face Instruction | Active comparator | Participants in this arm receive the conventional instructional curriculum for electrocardiogram interpretation, consisting of traditional face-to-face classroom lectures, static PowerPoint presentations, and standard practice worksheets, without any gamified or blended online components. Receives: Other: Conventional Face-to-Face Instruction |
What is being measured
The primary outcome is the main question the study is designed to answer.
Electrocardiogram Interpretation Accuracy Score
Assessed using an objective electrocardiogram interpretation test measuring the accuracy of identifying P wave, QRS complex, PR interval, QT interval, heart rate, and rhythm interpretation. Scores are calculated as the number of correct responses out of a predefined total. Higher scores indicate greater diagnostic accuracy in electrocardiogram interpretation.
Measured: immediately before the intervention (pretest) and two weeks after completion of the educational program (posttest).
Secondary outcomes (1)
Self-Reported Clinical Decision-Making
Self-perceived clinical decision-making ability was assessed using a 23-item scale across three dimensions: (1) Definition of the Problem and Development of Objectives (12 items), (2) Search and Data Processing (5 items), and (3) Evaluation of Alternatives, Planning, and Implementation of Action (6 items). Items are rated on a five-point Likert scale ranging from 1 (never) to 5 (always). Domain scores and an overall mean score are calculated by averaging item scores. Possible scores range from 1 to 5, with higher scores indicating stronger self-perceived clinical decision-making ability.
Measured: immediately before the intervention (pretest) and two weeks after completion of the educational program (posttest)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted5 Oct 2026
- Study start5 Apr 2025
- Primary completion1 Jun 2025
- Study completion18 Jun 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for ElectrocardiographyStudies 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
- Masking
- None (open label)
- Enrolment
- 66 participants (actual)
Sponsor and investigators
- Lead sponsor
- Qom University of Medical Sciences
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Atye Babaii, Qom University of Medical Sciences
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07857369
- Sponsor's protocol ID
- IR.MUQ.REC.1403.282
- Acronym
- SGBL-ECG
- Status last verified
- Oct 2026
- First submitted
- 25 Sep 2026
- Last updated
- 5 Oct 2026
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: No individual participant data will be shared publicly due to participant confidentiality and institutional ethical constraints. De-identified summary data may be provided upon reasonable request to the corresponding author.
Study at a glance
From the registry record, last updated by the sponsor on 5 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effectiveness of a Storyline-Based Gamified Blended Learning Intervention on Electrocardiogram Interpretation Competence and Self-Reported Clinical Decision-Making Among Undergraduate Nursing Students: A Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT07857369
- Acronym / sponsor ID
- SGBL-ECG / IR.MUQ.REC.1403.282
- Conditions
- Electrocardiography, Clinical Competence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 66 participants (actual)
- Lead sponsor
- Qom University of Medical SciencesUniversity, hospital or other
- Study start
- 5 Apr 2025 (actual)
- Primary completion
- 1 Jun 2025 (actual)
- Study completion
- 18 Jun 2025 (actual)
- First posted
- 5 Oct 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.
The goal of this randomized controlled trial is to determine whether a Storyline-based gamified blended learning (SGBL) intervention improves electrocardiogram (ECG) interpretation competence and self-reported clinical decision-making among undergraduate nursing students.
The main questions it aims to answer are:
Does the SGBL intervention improve students' ECG interpretation competence compared with conventional face-to-face education? Does the SGBL intervention improve students' self-reported clinical decision-making compared with conventional face-to-face education? Researchers will compare the SGBL intervention with conventional face-to-face, lecture-based education covering the same educational content.
Participants will:
Attend six weekly face-to-face educational sessions, each lasting 90 minutes. Receive either the SGBL intervention or conventional face-to-face instruction. Complete assessments of ECG interpretation competence and self-reported clinical decision-making before the intervention and two weeks after completion of the educational program.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Storyline-based Gamified Blended Learning | Experimental | Other: Storyline-based Gamified Blended LearningParticipants in this arm receive a storyline-based gamified blended learning intervention for electrocardiogram (ECG) interpretation. The intervention combines online self-paced modules integrated with gamification elements (e.g., interactive clinical storylines, challenges, scoring, badges, and feedback) and interactive face-to-face workshop sessions focusing on clinical decision-making and ECG rhythm analysis. |
| Conventional Face-to-Face Instruction | Active comparator | Other: Conventional Face-to-Face InstructionParticipants in this arm receive the conventional instructional curriculum for electrocardiogram interpretation, consisting of traditional face-to-face classroom lectures, static PowerPoint presentations, and standard practice worksheets, without any gamified or blended online components. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (4 listed)
- Undergraduate nursing students enrolled in the 5th semester of the Bachelor of Science in Nursing (BSN) program at Qom University of Medical Sciences
- Current enrollment in the cardiovascular nursing course during the study period
- No prior participation in or completion of any structured educational program specifically focused on electrocardiogram interpretation
- Willingness to participate and provision of written informed consent
Key exclusion criteria (2 listed)
- Absence from more than one educational/training session during the study
- Withdrawal of consent or reluctance to continue participation at any stage of the study
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Storyline-based Gamified Blended LearningThe intervention group received a structured educational program that combined face-to-face instruction with an SGBL. To ensure replicability and clarity, the intervention is described below according to its core components: 1. Core Educational Content (The "What"): The educational content was identical for both groups and covered common cardiovascular emergencies and cardiac dysrhythmias, including normal sinus rhythm, sinus bradycardia, sinus tachycardia, paroxysmal supraventricular tachycardia, atrial flutter, atrial fibrillation, normal and accelerated junctional rhythms, premature ventricular contractions, ventricular tachycardia, ventricular fibrillation, first-, second-, and third-degree atrioventricular blocks, and right and left bundle branch blocks. For each rhythm, students learned ECG characteristics, clinical manifestations, nursing assessment, immediate management, and appropriate therapeutic interventions. 2. Instructional Delivery and Procedure (The "How"): The interven | Other | Storyline-based Gamified Blended Learning |
| Conventional Face-to-Face InstructionParticipants assigned to the control group received conventional face-to-face instruction. Both groups received instruction covering the same core curricular topics and learning objectives, while the mode of delivery and learning activities differed between groups. All sessions were conducted by the same instructor in the same classroom setting to ensure consistency across groups. The educational content was delivered using standard PowerPoint presentations according to the routine teaching approach used within the undergraduate nursing curriculum. The control group sessions were structured into two distinct phases to match the time allocation of the intervention group: a 60-minute theoretical instruction phase, followed by a 30-minute conventional review and reinforcement phase. During this second phase, the instructor reviewed key concepts from the lecture, responded to student questions, and facilitated paper-based case discussions and group problem-solving activities. Unlike the in | Other | Conventional Face-to-Face Instruction |
Primary outcome
Electrocardiogram Interpretation Accuracy Score
Time frame: immediately before the intervention (pretest) and two weeks after completion of the educational program (posttest).
Assessed using an objective electrocardiogram interpretation test measuring the accuracy of identifying P wave, QRS complex, PR interval, QT interval, heart rate, and rhythm interpretation. Scores are calculated as the number of correct responses out of a predefined total. Higher scores indicate greater diagnostic accuracy in electrocardiogram interpretation.
1 secondary outcome
Self-Reported Clinical Decision-Making
Time frame: immediately before the intervention (pretest) and two weeks after completion of the educational program (posttest)
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 5 Oct 2026.
- Individual participant dataSharing planned: No. No individual participant data will be shared publicly due to participant confidentiality and institutional ethical constraints. De-identified summary data may be provided upon reasonable request to the corresponding author.
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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 Storyline-based Gamified Blended Learning and Conventional Face-to-Face Instruction in people with Electrocardiography and Clinical Competence, run by Qom University of Medical Sciences at 1 site in Iran.
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 2 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 5 Oct 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 Iran. 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?
Electrocardiogram Interpretation Accuracy Score (time frame: immediately before the intervention (pretest) and two weeks after completion of the educational program (posttest).). 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 5 Oct 2026.