Virtual Game Simulation and Virtual Reality-Based Learning

NCT07237646 | Completed

• 1 other identifier: Physical examination
• Study Type: interventional
• Target: 60
• Locations: 1 country
• Sites: 1

Brief Summary

The purpose of this study is to determine the effects of a virtual game simulation and a virtual reality-based learning tool on nursing students' knowledge and satisfaction with thoracic and lung physical examinations. Two different teaching methods involving technology will be used in the study. No studies have been found that have examined the thoracic and lung physical examination knowledge of nursing students using a virtual game simulation and a virtual reality-based student tool. The study will utilize a three-group (two interventions (virtual game simulation (Intervention-I) - virtual reality-based learning tool (Intervention-II) - one control) pretest-posttest randomized controlled trial design. The population will consist of 119 students enrolled in the second year of nursing at Gazi University Faculty of Nursing in the 2025-2026 Fall Semester and taking the elective course "Health Assessment" coded HEM 205. The sample will consist of 60 students (20 Intervention-I, 20 Intervention-II, 20 control) who met the inclusion criteria and agreed to participate in the study. Data will be collected using a "Descriptive Characteristics Form," a "Thoracic and Lung Physical Examination Knowledge Test," and a "Satisfaction with Education Methods Survey." First, all students will receive a one-hour theoretical training on thoracic and lung physical examination. Following the training, all students will receive a one-hour laboratory demonstration on thoracic and pulmonary physical examinations. All students will then be briefed, and a pretest will be administered the following week. The study will be implemented one week after the pretest. Students will be randomly assigned to three groups. The first group will play a virtual game simulation on thoracic and pulmonary physical examinations. The second group will experience a virtual reality-based learning tool. The third group, consisting of the control and excluded students, will be evaluated in a classroom environment using question-and-answer sessions. All students will then be informed that a posttest will be administered. The posttest will be administered one week later. After the posttest, all students will be provided with hands-on experience with technology-based learning methods.

Conditions

Knowledge; Satisfaction, Personal

Outcome Measures

Primary Outcomes (2)

• Knowlegde

  Thorax and Lung Physical Examination Knowledge Test

  Up to 1 month

• Personal satisfaction

  Satisfaction Survey with Training Methods

  Up to 1 month

Study Arms (3)

Virtual game simulation

EXPERIMENTAL

Students in this class will play the Virtual Game Simulation for Thorax and Lung Physical Examination located at https://nursinggames.net/tr/.

Other: Virtual game simulation

Virtual reality-based learning tool

EXPERIMENTAL

Students in this class will experience the Thoracic and Lung Physical Examination featured in a virtual reality-based learning tool.

Other: Virtual reality-based learning tool

Control

ACTIVE COMPARATOR

Students in this class will learn Thoracic and Lung Physical Examination using traditional learning methods (theory, question and answer, discussion).

Other: Control

Interventions

Control OTHER

Traditional teaching method (question-answer, lecture, discussion) will be used.

Control

Virtual game simulation OTHER

The virtual game simulation was prepared for nursing students to learn thoracic and lung physical examination.

Virtual game simulation

Virtual reality-based learning tool OTHER

The virtual reality-based learning tool was designed for nursing students to experience thoracic and lung physical examination skills on a virtual patient in a life-like environment.

Virtual reality-based learning tool

Eligibility Criteria

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

You may qualify if:

• The student must be taking the HEM 205 "Health Assessment" course for the first time.
• Students must not have any eye conditions that affect depth perception, such as amblyopia (lazy eye), anisometropia (differences in refraction between the two eyes), or strabismus (crossed eyes).
• Students must have no problems speaking and understanding Turkish.
• They must be willing to participate in the research.

You may not qualify if:

• Having a high school, associate's degree, or bachelor's degree in a health-related field;
• Taking the HEM 205 "Health Assessment" course as a secondary course;
• Not attending the thoracic and lung physical examination theoretical course;
• Not participating in laboratory exercises;
• Not participating in one of the research steps (pre-test, virtual game simulation, virtual reality-based learning tool, post-test);
• Completing and/or incomplete data collection forms;
• Wanting to withdraw from the research.

Sponsors & Collaborators

• Gazi University: collaborator
• Necmettin Erbakan University: lead

Study Sites (1)

Gazi University

Ankara, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Personal Satisfaction

Condition Hierarchy (Ancestors)

Behavior

Study Officials

• Nurcan Çalışkan, PhD

  Gazi University Faculty of Nursing

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: Participant and evaluator blinding will be ensured in the study.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: three groups (two interventions (virtual game simulation (Intervention-I) -virtual reality-based learning tool (Intervention-II)- one control)

Study Record Dates

• First Submitted: September 27, 2025
• First Posted: November 20, 2025
• Study Start: November 4, 2025
• Primary Completion: November 25, 2025
• Study Completion: December 2, 2025
• Last Updated: December 4, 2025

Record last verified: 2025-12

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)