International journal of nursing practice · 2026
Impact of Gamified Infection Control Education on Cognitive Achievement, Academic Self-Efficacy and Learning Motivation in Nursing Students: A Randomized Controlled Trial in Turkiye.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
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Oner Beratiye, Bulut Ozlem Ulku, Oner Nurettin
Аннотация
BACKGROUND: Infection control is essential in nursing education, but traditional methods often lack student engagement and may not support long-term knowledge retention. This randomized controlled trial evaluated the impact of a gamified infection control education program on first-year nursing students in Turkiye.
METHODS: Sixty students were randomly assigned to either an intervention group (n = 30) or a control group (n = 30). The intervention group received a 4-week gamified program that included physical games, case-based activities and escape-room scenarios, all designed according to Bloom's Taxonomy. The control group received standard lecture-based instruction. Data were collected using the Infection Control Cognitive Achievement Measurement Questionnaire, the Academic Nurse Self-Efficacy Scale and the Learning Motivation Scale in Higher Education. Analyses included t-tests, Mann-Whitney U tests, correlation analyses and regression.
RESULTS: The intervention group showed higher learning motivation (p = 0.025) and greater cognitive achievement in sterilization and asepsis (p = 0.024), though these differences did not remain significant after Holm-Bonferroni correction. No significant difference in academic self-efficacy was observed (p > 0.05). Regression analysis showed that the learning objectives subdimension of the Learning Motivation in Higher Education Scale significantly predicted cumulative grade point average (p < 0.001, R 2 = 0.241).
CONCLUSION: Gamified learning may enhance motivation and specific cognitive outcomes but appears to have a limited impact on self-efficacy. As a complementary method to traditional instruction, it holds promise, particularly when integrated with clinical practice and personalized feedback.
TRIAL REGISTRATION: ClinicalTrials.gov identifier: NCT06786806.
METHODS: Sixty students were randomly assigned to either an intervention group (n = 30) or a control group (n = 30). The intervention group received a 4-week gamified program that included physical games, case-based activities and escape-room scenarios, all designed according to Bloom's Taxonomy. The control group received standard lecture-based instruction. Data were collected using the Infection Control Cognitive Achievement Measurement Questionnaire, the Academic Nurse Self-Efficacy Scale and the Learning Motivation Scale in Higher Education. Analyses included t-tests, Mann-Whitney U tests, correlation analyses and regression.
RESULTS: The intervention group showed higher learning motivation (p = 0.025) and greater cognitive achievement in sterilization and asepsis (p = 0.024), though these differences did not remain significant after Holm-Bonferroni correction. No significant difference in academic self-efficacy was observed (p > 0.05). Regression analysis showed that the learning objectives subdimension of the Learning Motivation in Higher Education Scale significantly predicted cumulative grade point average (p < 0.001, R 2 = 0.241).
CONCLUSION: Gamified learning may enhance motivation and specific cognitive outcomes but appears to have a limited impact on self-efficacy. As a complementary method to traditional instruction, it holds promise, particularly when integrated with clinical practice and personalized feedback.
TRIAL REGISTRATION: ClinicalTrials.gov identifier: NCT06786806.