AI-Driven Smart Learning Platform for University Students

NCT06848803 | Completed DMC

• 1 other identifier: 22/2/2025
• Study Type: interventional
• Target: 140
• Locations: 1 country
• Sites: 1

Brief Summary

The rapid advancement and integration of Artificial Intelligence (AI) into various facets of modern life have ushered in a new era of technological possibilities, particularly within the realm of education. AI-driven smart learning platforms (SLPs) are emerging as powerful tools with the potential to revolutionize how individuals learn and develop crucial skills. These platforms, characterized by adaptive learning algorithms, personalized feedback mechanisms, and intelligent tutoring systems, offer a dynamic and interactive learning experience that traditional methods often struggle to replicate. This exploration delves into the multifaceted impact of AI-driven SLPs on three key dimensions of professional development: reflective thinking, emotional competence, and clinical embeddedness. Understanding the complex interplay between these elements and the influence of AI is crucial for shaping the future of education and professional training (Ali et al., 2023).

Conditions

Artificial Intelligent

Keywords

Artificial Intelligence, Reflective Thinking, Emotional Competence, and Clinical Embeddedness

Outcome Measures

Primary Outcomes (1)

• Tool I: Reflective Thinking Scale

  It was developed by (Kember et al., 2000) and consist of 17 questions to measure level of reflective thinking among university students and include four items habitual actions, understanding, reflection and critical reflection. the demographic data was attached to this tool in order to assess characteristics of participated students as age, gender, and residence.

  1 month

Secondary Outcomes (2)

• The Situational Emotional Response Scale (ERES)

  1 month

• Clinical Adjustment scale

  1 month

Study Arms (2)

interventional group

EXPERIMENTAL

This investigation will draw upon existing literature exploring the intersection of AI in education, reflective practice, emotional intelligence, and professional integration. By synthesizing these perspectives, we aim to provide a comprehensive overview of the transformative potential of AI-driven SLPs in shaping future professionals. Furthermore, this analysis will consider the ethical implications of using AI in education, including issues related to data privacy, algorithmic bias, and the potential displacement of human interaction. Ultimately, understanding the impact of AI-driven SLPs on reflective thinking, emotional competence, and clinical embeddedness is crucial for effectively designing and deploying these technologies in a way that promotes holistic professional development. By carefully considering the human element in the age of AI, we can ensure that these powerful tools are used to enhance, rather than diminish, the essential skills and attributes that make professiona

Behavioral: AI- driven simulation platform

control group

PLACEBO COMPARATOR

traditional learning methods such as lectures and group discussion

Behavioral: AI- driven simulation platform

Interventions

AI- driven simulation platform BEHAVIORAL

This investigation will draw upon existing literature exploring the intersection of AI in education, reflective practice, emotional intelligence, and professional integration. By synthesizing these perspectives, we aim to provide a comprehensive overview of the transformative potential of AI-driven SLPs in shaping future professionals. Furthermore, this analysis will consider the ethical implications of using AI in education, including issues related to data privacy, algorithmic bias, and the potential displacement of human interaction.

control group; interventional group

Eligibility Criteria

• Age: 19 Years - 23 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64)

You may qualify if:

• students enrolled in psychiatric mental health nursing department and Currently participating in clinical rotations.
• Willingness to provide informed consent.

You may not qualify if:

• Students with significant cognitive impairments that may affect their ability to participate in the study.

Sponsors & Collaborators

• Alexandria University: lead

Study Sites (1)

Faculty of Nursing, Alexandria university

Alexandria, Sidigaber, 52312, Egypt

Location

Study Officials

• halla Ali, lecturer

  hallaaly42@gmail.com

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Rasha Eweida

Study Record Dates

• First Submitted: February 22, 2025
• First Posted: February 27, 2025
• Study Start: February 13, 2025
• Primary Completion: May 15, 2025
• Study Completion: May 30, 2025
• Last Updated: September 18, 2025

Record last verified: 2025-09

Data Sharing

• IPD Sharing: Will not share

Locations

EG (1)