EducationNCT07904923
Effects of Concurrent Irrelevant Visual Stimuli on Learning Outcomes in Midwifery Education
A study testing Split-Screen Educational Presentation With Irrelevant Visual Stimulus and Standard PowerPoint-Supported Education in people with Education and Midwifery, run by Fatma Şule Bilgiç at 1 site in Turkey (Türkiye).
Trial summary
This randomized controlled trial was designed to evaluate the effects of concurrent instructionally irrelevant visual stimuli on learning-related outcomes among third-year midwifery students. Participants were assigned to either a split-screen educational condition or a standard instructional condition. Read more about this study
- Who is it for?
- Ages Up to 18 years, women onlyHealthy volunteers can take part
- Conditions the study is for
- Education, Midwifery, Midwifery Education
- What is being tested?
- Split-Screen Educational Presentation With Irrelevant Visual Stimulus and Standard PowerPoint-Supported Education
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 103 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 May 2016to 1 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 Up to 18 years
- Women only
- Healthy volunteers accepted
- Child, Adult
Who may be able to join
- Third-year midwifery students. Students who had not previously completed the Newborn and Child Health course. Willingness to participate and provision of written informed consent. Ability to attend the entire educational session.
Who cannot join
- Previous completion of the Newborn and Child Health course. Severe visual or hearing impairment preventing participation in the audiovisual educational session.
- Inability to attend the complete teaching session.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Split Attention in Midwifery Education: Effects of Concurrent Irrelevant Visual Stimuli - A Randomised Controlled Trial
This randomized controlled trial was designed to evaluate the effects of concurrent instructionally irrelevant visual stimuli on learning-related outcomes among third-year midwifery students. Participants were assigned to either a split-screen educational condition or a standard instructional condition. Both groups received the same 45-minute theoretical session on delivery-room management of the newborn. The intervention group was exposed to an unrelated soap-cutting video displayed concurrently with the educational presentation, whereas the control group received standard PowerPoint-supported instruction. The primary outcome was attitude toward learning. Secondary outcomes included theoretical knowledge, state anxiety, academic motivation, and satisfaction with the teaching method. Outcomes were assessed immediately after the educational session.
Read the detailed description
The study used a two-arm, parallel-group, post-test-only randomized controlled design.
Eligible third-year midwifery students who had not previously completed the Newborn and Child Health course were randomly allocated to intervention and control groups using a computer-generated sequence prepared through Randomizer.org.
The educational session addressed physiological transition from fetal to neonatal life, prenatal and delivery-room preparation, thermal management, rapid neonatal assessment, umbilical-cord management, initial newborn care, and early skin-to-skin contact.
Both groups received standardized theoretical instruction delivered by the same instructor using identical educational materials and session duration.
In the intervention group, an instructionally irrelevant soap-cutting video was presented in the lower portion of the screen while the lecture slides remained visible above it. The control group received conventional PowerPoint-supported instruction without additional visual stimulation.
The educational intervention lasted 45 minutes. Outcome measures were administered immediately after the session.
The study was designed to investigate whether concurrent irrelevant visual stimulation influenced students' attitudes toward learning and related educational outcomes.
- Conditions
- Education, Midwifery, Midwifery Education
- Being tested
- Split-Screen Educational Presentation With Irrelevant Visual Stimulus, Standard PowerPoint-Supported Education
- Keywords
- Health professions education, midwifery education, cognitive load;, split attention, randomised controlled trial
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Split-Screen Educational Presentation With Irrelevant Visual StimulusOther
A standardized 45-minute theoretical educational session accompanied by a concurrent, instructionally irrelevant soap-cutting video displayed beneath the lecture slides.
Standard PowerPoint-Supported EducationOther
Participants received a standardized 45-minute theoretical educational session on delivery-room management of the newborn using PowerPoint presentations without additional irrelevant visual stimuli.
| Study group | Role | What they receive |
|---|---|---|
| Arm 1 - Experimental: Split-Screen Instruction | Experimental | Participants received a 45-minute PowerPoint-supported educational session on delivery-room management of the newborn while an unrelated soap-cutting video was displayed concurrently beneath the presentation slides. Receives: Other: Split-Screen Educational Presentation With Irrelevant Visual Stimulus |
| Arm 2 - Active Comparator: Standard Instruction | Other | Participants received the same 45-minute PowerPoint-supported educational session without any additional irrelevant visual stimulus. Receives: Other: Standard PowerPoint-Supported Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
Attitude Toward Learning Scale (ATLS) Score
Attitude toward learning was assessed using the 40-item Attitude Toward Learning Scale. Items are rated using a five-point Likert response format. Higher total scores indicate more positive attitudes toward learning.
Measured: Immediately after completion of the 45-minute educational session.
Secondary outcomes (2)
Theoretical Knowledge Score
Theoretical knowledge regarding delivery-room management of the newborn was assessed using a researcher-developed 10-item multiple-choice test. Total scores range from 0 to 10, with higher scores indicating greater knowledge.
Measured: Immediately after the educational session.
State Anxiety Score
State anxiety was assessed using the 20-item State Anxiety subscale of the State-Trait Anxiety Inventory. Total scores range from 20 to 80, with higher scores indicating greater state anxiety.
Measured: Immediately after the educational session.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted29 Oct 2026
- Study start1 May 2016
- Primary completion10 Apr 2026
- Study completion1 May 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for 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
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 103 participants (actual)
Sponsor and investigators
- Lead sponsor
- Fatma Şule Bilgiç
- Sponsor type
- University, hospital or other
- Collaborators
- Aydin Adnan Menderes University
- Responsible party
- Sponsor-investigator, Fatma Şule Bilgiç, Çanakkale Onsekiz Mart University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07904923
- Sponsor's protocol ID
- 123456
- Status last verified
- Oct 2026
- First submitted
- 23 Oct 2026
- Last updated
- 3 Nov 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: De-identified individual participant data underlying the published results, including demographic characteristics, study group allocation, attitude toward learning, theoretical knowledge, state anxiety, academic motivation, and satisfaction scores, will be available from the corresponding author upon reasonable request, subject to ethical and institutional requirements.
Study at a glance
From the registry record, last updated by the sponsor on 3 Nov 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Split Attention in Midwifery Education: Effects of Concurrent Irrelevant Visual Stimuli - A Randomised Controlled Trial
- ClinicalTrials.gov ID
- NCT07904923
- Acronym / sponsor ID
- 123456
- Conditions
- Education, Midwifery, Midwifery Education
- Keywords
- Health professions education, midwifery education, cognitive load;, split attention, randomised controlled trial
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 103 participants (actual)
- Lead sponsor
- Fatma Şule BilgiçUniversity, hospital or other
- Collaborators
- Aydin Adnan Menderes University
- Study start
- 1 May 2016 (actual)
- Primary completion
- 10 Apr 2026 (actual)
- Study completion
- 1 May 2026 (actual)
- First posted
- 29 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.
This randomized controlled trial was designed to evaluate the effects of concurrent instructionally irrelevant visual stimuli on learning-related outcomes among third-year midwifery students. Participants were assigned to either a split-screen educational condition or a standard instructional condition. Both groups received the same 45-minute theoretical session on delivery-room management of the newborn. The intervention group was exposed to an unrelated soap-cutting video displayed concurrently with the educational presentation, whereas the control group received standard PowerPoint-supported instruction. The primary outcome was attitude toward learning. Secondary outcomes included theoretical knowledge, state anxiety, academic motivation, and satisfaction with the teaching method. Outcomes were assessed immediately after the educational session.
Detailed description
The study used a two-arm, parallel-group, post-test-only randomized controlled design.
Eligible third-year midwifery students who had not previously completed the Newborn and Child Health course were randomly allocated to intervention and control groups using a computer-generated sequence prepared through Randomizer.org.
The educational session addressed physiological transition from fetal to neonatal life, prenatal and delivery-room preparation, thermal management, rapid neonatal assessment, umbilical-cord management, initial newborn care, and early skin-to-skin contact.
Both groups received standardized theoretical instruction delivered by the same instructor using identical educational materials and session duration.
In the intervention group, an instructionally irrelevant soap-cutting video was presented in the lower portion of the screen while the lecture slides remained visible above it. The control group received conventional PowerPoint-supported instruction without additional visual stimulation.
The educational intervention lasted 45 minutes. Outcome measures were administered immediately after the session.
The study was designed to investigate whether concurrent irrelevant visual stimulation influenced students' attitudes toward learning and related educational outcomes.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Arm 1 - Experimental: Split-Screen Instruction | Experimental | Other: Split-Screen Educational Presentation With Irrelevant Visual StimulusParticipants received a 45-minute PowerPoint-supported educational session on delivery-room management of the newborn while an unrelated soap-cutting video was displayed concurrently beneath the presentation slides. |
| Arm 2 - Active Comparator: Standard Instruction | Other | Other: Standard PowerPoint-Supported EducationParticipants received the same 45-minute PowerPoint-supported educational session without any additional irrelevant visual stimulus. |
Who may qualify
- Ages
- Up to 18 years
- Sex
- Female only
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult
Key inclusion criteria (1 listed)
- Third-year midwifery students. Students who had not previously completed the Newborn and Child Health course. Willingness to participate and provision of written informed consent. Ability to attend the entire educational session.
Key exclusion criteria (2 listed)
- Previous completion of the Newborn and Child Health course. Severe visual or hearing impairment preventing participation in the audiovisual educational session.
- Inability to attend the complete teaching session.
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 |
|---|---|---|
| Split-Screen Educational Presentation With Irrelevant Visual StimulusA standardized 45-minute theoretical educational session accompanied by a concurrent, instructionally irrelevant soap-cutting video displayed beneath the lecture slides. | Other | Arm 1 - Experimental: Split-Screen Instruction |
| Standard PowerPoint-Supported EducationParticipants received a standardized 45-minute theoretical educational session on delivery-room management of the newborn using PowerPoint presentations without additional irrelevant visual stimuli. | Other | Arm 2 - Active Comparator: Standard Instruction |
Primary outcome
Attitude Toward Learning Scale (ATLS) Score
Time frame: Immediately after completion of the 45-minute educational session.
Attitude toward learning was assessed using the 40-item Attitude Toward Learning Scale. Items are rated using a five-point Likert response format. Higher total scores indicate more positive attitudes toward learning.
2 secondary outcomes
Theoretical Knowledge Score
Time frame: Immediately after the educational session.
State Anxiety Score
Time frame: Immediately after the educational session.
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 3 Nov 2026.
- Individual participant dataSharing planned: Yes. De-identified individual participant data underlying the published results, including demographic characteristics, study group allocation, attitude toward learning, theoretical knowledge, state anxiety, academic motivation, and satisfaction scores, will be available from the corresponding author upon reasonable request, subject to ethical and institutional requirements.
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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 Split-Screen Educational Presentation With Irrelevant Visual Stimulus and Standard PowerPoint-Supported Education in people with Education and Midwifery, run by Fatma Şule Bilgiç 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 1 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 3 Nov 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?
Attitude Toward Learning Scale (ATLS) Score (time frame: Immediately after completion of the 45-minute educational session.). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 3 Nov 2026.