Online RPG Interactive Adventure Games Combined With an E-book Learning Obstetric Fetal Heart Rate Monitoring Technology

NCT06966960 | Active Not Recruiting

• 1 other identifier: CMUH114-REC2-028
• Study Type: interventional
• Target: 100
• Locations: 1 country
• Sites: 1

Brief Summary

One of the main goals of nursing education is to cultivate essential clinical skills in students to ensure they can provide safe, effective, and compassionate care within a medical environment. In the field of obstetric nursing, the precise mastery of fetal heart rate monitoring is crucial as it significantly impacts the students' future ability to assess the health conditions of both the mother and the fetus in clinical settings. This becomes increasingly important in today's context of declining birth rates. However, traditional nursing education, which mainly relies on knowledge transmission and simulation demonstrations, not only struggles to stimulate students' interest but often leads to ineffective learning outcomes. With the rapid advancement of technology, these limitations no longer meet the current needs of nursing education and students. Therefore, this study proposes to build and explore a new teaching model based on the ARCS motivation theory, integrating online role-playing games (RPGs) and interactive e-books to enhance nursing students' learning motivation and effectiveness.

Conditions

Nursing Education Research

Keywords

fetal heart rate; e-book; nursing education; role-playing game; learning motivation; nursing

Outcome Measures

Primary Outcomes (5)

• Fetal Heart Rate Monitoring and Nursing Knowledge Questionnaire

  The questionnaire consists of 10 items. Each correct answer is awarded 10 points, and each incorrect answer is awarded 0 points. The total score ranges from 0 to 100 points. The items, preliminarily developed, include clinical scenario-based questions in a multiple-choice format, primarily focusing on the interpretation of fetal heart rate monitoring and corresponding nursing interventions based on the interpretation results.

  The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention

• Fetal Heart Rate Monitoring and Nursing Skills Assessment Scale

  This outcome is assessed using the "Fetal Heart Rate Monitoring and Nursing Skills Assessment Scale," which includes 12 items covering domains such as professional attitude, patient identification, explanation of monitoring purpose, hand hygiene, and the correct step-by-step application of fetal monitoring equipment. The total score ranges from 0 to 100, with higher scores indicating better skill performance. Time Frame: Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention Unit of Measure: Score on a 0-100 scale

  The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention

• Fetal Heart Rate Monitoring and Nursing Self-Efficacy Scale

  This outcome is assessed using the "Fetal Heart Rate Monitoring and Nursing Self-Efficacy Scale," consisting of 10 items rated on a 4-point Likert scale. Participants evaluate their own ability to perform related tasks, where 1 = insufficient ability and 4 = expert ability. The total score ranges from 10 to 40, with higher scores indicating greater self-efficacy in performing fetal heart monitoring and related nursing skills. Time Frame: Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention Unit of Measure: Total score on a 10-40 scale

  The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention

• ARCS-Based Learning Motivation Scale

  The scale assesses learners' motivation toward the educational materials across four dimensions: Attention (12 items), Relevance (9 items), Confidence (9 items), and Satisfaction (6 items), for a total of 36 items. Responses are rated on a 5-point Likert scale, ranging from 5 ("Strongly Agree") to 1 ("Strongly Disagree"). The total score ranges from 36 to 180 points, with higher scores indicating stronger learning motivation.

  The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention

• Critical Thinking Disposition Scale

  This scale consists of 20 items and adopts a 6-point Likert scoring method: 1 (Never), 2 (Almost Never), 3 (Rarely), 4 (Sometimes), 5 (Often), and 6 (Always). It measures critical thinking disposition, which refers to an individual's tendency to engage in systematic analysis, maintain an open-minded attitude with empathy, and possess a wise curiosity for questioning, integration, and reflection, all of which facilitate critical thinking processes.

  The experimental group and the control group will Baseline (prior to intervention), immediately after intervention, and 4 weeks after intervention

Study Arms (2)

Online RPG interactive adventure game and e-book

EXPERIMENTAL

Integration of online RPG interactive adventure games with an e-book learning mode for the instruction of obstetric fetal heart rate monitoring technology.

Behavioral: Online RPG adventure games and e-book learning.

e-book

ACTIVE COMPARATOR

E-book learning mode for obstetric fetal heart rate monitoring technology.

Behavioral: E-book

Interventions

Online RPG adventure games and e-book learning. BEHAVIORAL

Learning obstetric fetal heart rate monitoring technology through online RPG adventure games and e-book learning.

Online RPG interactive adventure game and e-book

E-book BEHAVIORAL

E-book learning mode for obstetric fetal heart rate monitoring technology.

e-book

Eligibility Criteria

• Age: 20 Years - 30 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• It is expected to include 100 people.
• Age 20 to 30 years old.
• A third-year nursing student.
• Completed basic nursing studies.
• Agree to participate in this study and sign the research consent form.

You may not qualify if:

• Students who were scheduled to take a leave of absence at the time of data collection.
• No basic nursing training has been taken.

Sponsors & Collaborators

• China Medical University Hospital: lead

Study Sites (1)

China Medical University

Taichung, Taiwan, 406040, Taiwan

Location

Study Officials

• Ting-Shan Chang, Assistant Professor

  China Medical University, Taiwan

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: The study design will adopt a randomized controlled trial with repeated measures. A 60-minute intervention has been developed. Block randomization stratified by gender will be used, and eligible participants will be randomly assigned to either the experimental or control group in a 1:1 ratio using Random Allocation Software. Research assistants will code group assignments ("Group 1" and "Group 2") according to the randomization list, place the assignments into opaque sealed envelopes, and arrange them sequentially. On the day of the study, envelopes will be distributed in the order participants submit their consent forms. Participants will open the envelope themselves to learn their group assignment.

Study Record Dates

• First Submitted: April 26, 2025
• First Posted: May 13, 2025
• Study Start: September 26, 2025
• Primary Completion: October 14, 2025
• Study Completion: October 14, 2025
• Last Updated: October 6, 2025

Record last verified: 2025-10

Locations

TW (1)