The Impact of Puzzles on Learning and Motivation

NCT07090850 | Completed

• 1 other identifier: TarsusU-NBARISEREN-005
• Study Type: interventional
• Target: 70
• Locations: 1 country
• Sites: 1

Brief Summary

Innovative and interactive techniques are increasingly needed in nursing education to enhance students' comprehension and motivation. Puzzles are among the creative tools that may contribute to improved learning outcomes. This research offers practical implications for enhancing curriculum design and teaching practices in nursing education. This situation is aimed at increasing students' participation and motivation in the course. Research Questions:

1. 1.Does the use of puzzles in nursing education improve students' academic achievement?
2. 2.Does the use of puzzles enhance students' motivation towards instructional materials?

Conditions

Education Nursing

Keywords

Nursing education; puzzle; academic achievement; motivation; randomized controlled trial

Outcome Measures

Primary Outcomes (4)

• Personal Information Form

  This form was prepared by the researchers in line with the literature and includes questions questioning the demographic characteristics of the students such as age, gender, socioeconomic level, etc. This form was used before the training.

  10 minutes

• Achievement Test 1

  It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used before the training.

  20 minutes

• Motivation Scale for Instructional Material

  It was used to measure motivations regarding instructional material. The scale was a 33-item, 5-point Likert type. The highest score that was obtained from the entire scale was 165, and the lowest score was 33. This form was used before and after the training.

  10 minutes

• Achievement Test 2

  It consists of 25 multiple choice questions on the topic of "Roper, Logan, and Tierney's Life Model for Life Activities". This form was used after the training.

  20 minutes

Study Arms (2)

Puzzle education group

EXPERIMENTAL

In the first stage, all students were explained about the research, and their consent was obtained. "Personal Information Form" was filled in by the students whose informed consents were obtained and who agreed to participate in the study under observation in the classroom environment. Then, the "Achievement Test 1" and the "IMTS" were administered to all students as a pretest. In the second stage, Roper Logan and Tierney's Life Model for Life Activities was taught interactively to all students by the same instructors for 2 hours for 1 week. The puzzle booklet previously created for this study was used in the third stage. The researchers made this booklet. In the fifth stage, "Achievement Test 2" was administered to the students in both the intervention and control groups 1 week after the training, and "IMTS" was administered as a post-test.

Behavioral: Puzzle education group

Control Group

NO INTERVENTION

In the first stage, all students were explained about the research, and their consent was obtained. "Personal Information Form" was filled in by the students whose informed consents were obtained and who agreed to participate in the study under observation in the classroom environment. Then, the "Achievement Test 1" and the "IMTS" were administered to all students as a pretest. In the second stage, Roper Logan and Tierney's Life Model for Life Activities was taught interactively to all students by the same instructors for 2 hours for 1 week. In the Control Group (Branch A), routine lecturing continued without intervention in the fourth stage. In the fifth stage, "Achievement Test 2" was administered to the students in both the intervention and control groups 1 week after the training, and "IMTS" was administered as a post-test.

Interventions

Puzzle education group BEHAVIORAL

It was evaluated the effect of using puzzles as a teaching technique in a nursing practice course.

Puzzle education group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Volunteering to participate in the research
• Being 18 years of age or older
• Being a first year student
• Taking the Basic Concepts and Philosophy in Nursing course for the first time
• Not being a student who came via horizontal or vertical transfer
• Not having taken Roper Logan and Tierney's Life Model for Life Activities course
• Not having been absent on the dates when the research data will be collected

You may not qualify if:

• Not volunteering to participate in the research
• Being under 18 years old
• Not being a first year student
• Being a student who came via horizontal or vertical transfer
• Being a health vocational high school graduate
• Being a student in the intervention group who did not solve the puzzles
• Being a student in the control group who reached the puzzle booklet and were found to have solved the puzzles.

Sponsors & Collaborators

• Tarsus University: lead

Study Sites (1)

Tarsus University

Mersin, Tarsus, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Asst. Prof.

Study Record Dates

• First Submitted: July 21, 2025
• First Posted: July 29, 2025
• Study Start: January 1, 2024
• Primary Completion: June 30, 2024
• Study Completion: June 30, 2024
• Last Updated: July 29, 2025

Record last verified: 2025-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)