Effects of a game-based learning ıntervention on self-reported learning strategies and professional attitudes in kinesiophobia management education: a parallel-group randomized controlled trial.

Innovative educational strategies are increasingly needed in physiotherapy education to support students' learning and professional development. Game-based learning (GBL) is an interactive, student-centered approach that may enhance engagement and active participation. This randomized controlled trial investigated the effects of a structured GBL intervention on self-reported learning strategies and professional attitudes in kinesiophobia management education among physiotherapy students. Ninety-six final-year physiotherapy students were randomly assigned to an intervention group (n = 48) or a control group (n = 48). The intervention group participated in a five-week GBL program consisting of theoretical sessions, case-based simulations, and gamified escape-room activities, while the control group followed the standard curriculum. The primary outcome was self-reported learning strategy scores assessed using the Learning Styles Scale for Health Sciences Students. Professional attitudes, assessed using the Attitude Scale Towards the Physiotherapy Profession, were considered a secondary outcome. Data were analyzed using t-tests and mixed ANOVA (α = 0.05). Ninety-four students completed the study. Compared with the control group, the intervention group demonstrated significantly higher post-intervention visual (p = 0.001) and kinesthetic (p = 0.034) learning strategy scores. Significant group × time interactions were observed for visual (η2p = 0.118, p < 0.001), tactile (η2p = 0.074, p = 0.004), and auditory (η2p = 0.230, p < 0.001) domains. No significant group × time interaction was observed for kinesthetic learning strategies (p = 1.000). Professional attitude scores did not change significantly in either group (p > 0.05). A structured GBL intervention may serve as a useful complementary educational approach for enhancing selected self-reported learning strategy domains in physiotherapy education. However, no short-term effects were observed on professional attitudes. Future studies should include objective outcomes and longer follow-up. NCT07334899 (Retrospectively registered on December 31, 2025).Trial registrationNCT07334899 (Retrospectively registered on December 31, 2025).