Digital Escape Room Game for Hypovolemic Shock Management

NCT07204899 | Completed

• 1 other identifier: 17162298600-141
• Study Type: interventional
• Target: 60
• Locations: 1 country
• Sites: 1

Brief Summary

Background: Digital escape room games have emerged as innovative pedagogical tools in nursing education, providing immersive and engaging learning experiences. Although their use has expanded to various topics, little is known about their impact in teaching the management of life-threatening emergencies such as hypovolemic shock. Aim: To evaluate the effects of a digital escape room game on nursing students' knowledge, satisfaction, and perceptions of hypovolemic shock management. Methods: An explanatory sequential mixed-methods design was employed. In the quantitative phase, a randomized controlled trial was conducted with 55 third-year nursing students assigned to an intervention group (digital escape room) or a control group (traditional lecture). Knowledge levels were assessed at three time points, and the GAMEX scale measured game experiences. In the qualitative phase, focus group interviews were conducted with 12 students from the intervention group to explore experiences in greater depth. Quantitative data were analyzed using repeated-measures ANOVA, and qualitative data were analyzed thematically. Results: Quantitative findings revealed no statistically significant differences in knowledge scores between the groups over time. However, students in the intervention group reported high levels of enjoyment, motivation, and creative thinking. Qualitative results indicated that the digital escape room reinforced theoretical knowledge, promoted reflection on knowledge gaps, and enhanced critical thinking, problem-solving, and clinical decision-making. Students also emphasized that the game simulated the pressure of real clinical environments, enabling them to practice rapid responses in a safe, engaging context. Conclusion: Although no significant improvements in knowledge scores were detected, the digital escape room offered substantial educational benefits by strengthening motivation, engagement, and higher-level competencies. It may serve as an innovative complementary strategy to traditional teaching in nursing education.

Conditions

Nursing Education; Hypovolemic Shock

Keywords

nursing; nursing education; game based learning; digital escape room

Outcome Measures

Primary Outcomes (2)

• Hypovolemic Shock Information Form to Measure Knowledge Level Regarding Nursing Care in Hypovolemic Shock

  Knowledge of nursing care in hypovolemic shock will be measured using the "Hypovolemic Shock Information Form." A 20-question true-false test was administered to assess students' theoretical knowledge of hypovolemic shock. The minimum possible score on the form is 0, and the maximum is 20. A high score indicates success. To ensure content validity, the form was reviewed by seven field experts and administered as both a pretest and posttest.

  On the same day before theoretical training and intervention, 1 day after the intervention and 4 weeks later

• GAMEX scale to measure nursing students' satisfaction

  Students' experiences with the digital escape room were evaluated using the 27-item, 5-point Likert-type GAMEX scale (Eppman et al., 2018). The instrument comprises six subscales: enjoyment, absorption, creative thinking, involvement, absence of negative effects, and dominance. The Turkish adaptation was validated and found reliable by Arıkan Dönmez et al. (2024). Scale scores range from 27 to 135, with higher scores indicating a more positive gaming experience. Cronbach's alpha was 0.93 for the total scale, and subscale alphas ranged from 0.67 to 0.929.

  on the same day as after the intervention

Study Arms (2)

Intervention Group

EXPERIMENTAL

They were given theoretical training using the traditional method and played a digital escape room game.

Other: Play digital escape room game

Control group

NO INTERVENTION

No intervention was made other than theoretical training using the traditional method.

Interventions

Play digital escape room game OTHER

In addition to traditional education, the intervention group will receive a digital escape room game developed with the Genially platform. Both groups' knowledge of Hypovolemic Shock and Nursing Management will be assessed using a fact sheet and satisfaction with the GAMEX scale.

Intervention Group

Eligibility Criteria

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

You may qualify if:

• Being in the 3rd year of the nursing undergraduate program,
• Having signed the voluntary consent form.

You may not qualify if:

• Having any health problems that would prevent the continuation of the study, • Requesting to withdraw from the study voluntarily.

Sponsors & Collaborators

• Baskent University: lead

Study Sites (1)

Baskent University

Ankara, Ankara, 06790, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Shock

Condition Hierarchy (Ancestors)

Pathologic Processes; Pathological Conditions, Signs and Symptoms

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: Lecturer

Study Record Dates

• First Submitted: June 18, 2025
• First Posted: October 2, 2025
• Study Start: June 10, 2025
• Primary Completion: July 30, 2025
• Study Completion: July 30, 2025
• Last Updated: February 10, 2026

Record last verified: 2025-06

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)