The Effect of Video-Assisted and Game-Based Approaches on Basic Life Support Training

NCT06758180 | Completed

• 1 other identifier: ABANT-HEM-RK-2024-379
• Study Type: interventional
• Target: 30
• Locations: 1 country
• Sites: 1

Brief Summary

Adult Basic Life Support (BLS) is a critical skill in emergency situations. Teaching this skill effectively to students in first aid and emergency aid programs is essential for imparting both theoretical knowledge and practical competencies. Educational methods have a direct impact on students' knowledge levels and skill acquisition. In addition to traditional teaching methods, advancements in educational technology have introduced innovative approaches such as interactive video games into this field. This study compares the effects of two different instructional methods-video-assisted education and interactive video game-supported education-on students' learning outcomes and practical performance in adult BLS training.

Conditions

Basic Life Support; Student Education; Video-Assisted; Interactive Teaching

Keywords

basic life support; student; first and emergency aid

Outcome Measures

Primary Outcomes (2)

• knowledge level

  The knowledge level measurement will be made using the "Basic Life Support Knowledge Level Assessment Form". This form was prepared to evaluate the participants' theoretical knowledge levels about adult basic life support (BLS) and consists of 15 multiple-choice questions. Measurement Process: 1. Pre-Test: Before participating in the study, students in both groups will be asked to fill out the form to measure their knowledge levels before the training is given. 2. Post-Test:1 week after the verbal training, all students will be asked to fill out the form to re-evaluate their knowledge levels. 3. Follow-up test: Approximately 2 months after the training students in both groups will be asked to fill out the form to re-evaluate their knowledge levels. Form Content: The form was created by the researchers through a literature review. All measurements are planned to be carried out face-to-face in an average of 15 minutes.

  before oral training, 1 week after oral training, 2 months after oral training

• skill level

  In this study, students' basic life support (BLS) skill levels will be measured twice using the "Basic Life Support Skills Assessment Form". 1. Interactive Video Game Group: After playing the interactive video game called Lifesaver, students will individually practice BLS on a model in the Medical Faculty Skills Laboratory. Researchers will observe students' performances during the application and evaluate each item on the form as "Sufficient" (2 points), "Needs Improvement" (1 point) or "Inadequate" (0 points). The scores received by each student in the group will be used to analyze the effectiveness of this method. 2. Video Training Group: After watching the video training on BLS, students will individually practice BLS on a model in the skill laboratory. Their performances will again be evaluated according to the same criteria using the "Basic Life Support Skills Assessment Form".

  during the laboratory practice to be held 1 week after the oral training, during the laboratory practice to be held 2 months after the oral training

Study Arms (2)

Video Training Group

ACTIVE COMPARATOR

One week after all students will have received verbal instruction on adult basic life support (BLS), students assigned to the Video Training Group will be provided with reinforcement training before the laboratory practice by watching a video on the topic of "Adult Basic Life Support." The video will be presented via projection by the researchers. This video will aim to reinforce students' knowledge of adult BLS. Video Training The video used for the training was titled "Basic Life Support and AED Usage - Adult (BLS)", which was prepared according to the 2021 ERC guidelines and made available on the 'Paramedic Online' YouTube channel as of May 31, 2023 (Paramedic Online, 2023). The video covered key topics within basic life support, including chest compressions, artificial respiration, and the use of an automated external defibrillator (AED).

Behavioral: verbal basic life support training; Behavioral: video training

Interactive Video Game Group

EXPERIMENTAL

The intervention group will be called the video game group. After the students in this group are given verbal adult basic life support (BLS) training, reinforcement training will be provided with the interactive video game called "Lifesaver" before the laboratory application. The researcher will provide detailed information to the students about the purpose, content and use of the interactive video game, and then the game will be downloaded to the students from Google Play or the App Store. The students will play the game under the supervision of the researcher based on their individual reasoning. Since there is no Turkish language support during the game, the researchers will contribute to the reinforcement of correct understanding by providing translation support when necessary. The aim of the Lifesaver game is to reinforce the students' knowledge and skills on adult basic life support by taking the "Harry" scenario as the basis.

Behavioral: verbal basic life support training; Behavioral: Interactive game intervention

Interventions

verbal basic life support training BEHAVIORAL

Both groups will be given verbal adult basic life support training simultaneously, on a day and time that will not conflict with the students' class schedules. The "Adult Basic Life Support Training" presentation published by the Ministry of Health in 2021 will be used in the training and will last approximately 40 minutes. A week after the verbal training, a basic life support application for adults will be held in the Faculty of Medicine Skills Laboratory.

Interactive Video Game Group; Video Training Group

Interactive game intervention BEHAVIORAL

The interactive game group will be given reinforcement training before the laboratory application. Here, each student will play the game accompanied by a researcher. Lifesaver is an educational game developed by the Resuscitation Council (UK), offered in English and completely free of charge. The game can be downloaded to computers, phones or tablets from Google Play or the App Store. Lifesaver includes four different interactive video scenarios to help users develop their lifesaving skills. The "Harry" scenario to be used in this research is based on a real case. In the scenario, Harry, a high school student who has a sudden heart attack while playing football, is given heart massage, CPR and defibrillation by his friends. The game offers different options at each stage to improve the players' knowledge and skill levels. If a wrong choice is made, the same section is played again until the correct step is performed. The completion time of the game may vary average 15 minutes.

Interactive Video Game Group

video training BEHAVIORAL

One week after all students are given verbal adult basic life support training, a video titled "Adult Basic Life Support" will be shown to the students in the video training group before the laboratory application. The video will be shown by the researcher using a projector. After the video watching process is completed, each student will apply basic life support on the adult training model in turn and the applications will be evaluated individually. In the video training, the video titled "Basic Life Support and AED Use - Adult (TYD)", which was published as open access on the 'paramedic online' YouTube channel on May 31, 2023 and prepared in accordance with the 2021 ERC guideline, will be used (Paramedic online, 2023). This video covers the topics of heart massage, artificial respiration and automatic external defibrillator use within the scope of basic life support.

Video Training Group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Being a student of the first and emergency aid program
• Not having received any previous training on basic life support
• Understanding and speaking Turkish
• Voluntarily accepting to participate in the research

You may not qualify if:

• Being on leave of absence, being on sick leave, being absent during the implementation process of the research,
• Being a foreign national,
• Not accepting to participate in the research.

Sponsors & Collaborators

• Abant Izzet Baysal University: lead

Study Sites (1)

Bolu Abant Izzet Baysal University

Bolu, Centre, Turkey (Türkiye)

Location

Study Officials

• Saadet Can Cicek, Assoc Prof

  Abant Izzet Baysal University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Study Record Dates

• First Submitted: December 26, 2024
• First Posted: January 3, 2025
• Study Start: October 1, 2024
• Primary Completion: November 1, 2024
• Study Completion: March 1, 2025
• Last Updated: January 2, 2026

Record last verified: 2025-12

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)