Adaptive Gamification in Obstetric Nursing

NCT07434336 | Completed

• 1 other identifier: CI/05-022
• Study Type: interventional
• Target: 38
• Locations: 1 country
• Sites: 1

Brief Summary

This pilot study, conducted at the University of Atlántico Medio, seeks to transform the training of future nurses through a "Precision Education" model, moving away from generic simulations to focus on learning adapted to the student's individual profile. Through a clinical trial with 38 second-year students, the research evaluates whether using Artificial Intelligence to personalize educational narratives (gamification) according to the student's personality enhances academic performance in obstetrics (pregnancy and childbirth). The ultimate goal is to demonstrate that adapting teaching to each student's psychological characteristics is not only a sustainable strategy but also produces better-prepared professionals with higher knowledge retention, directly translating into safer and higher-quality care for patients and their families.

Conditions

Learning Development; Obstetric

Keywords

Gamification; Clinical simulation; Nursing education; Personalized learning; Player personality; Artificial intelligence

Outcome Measures

Primary Outcomes (1)

• Learning Gain

  The main outcome variable will be academic performance, LG, understood to reflect new knowledge acquired on the subject under study. The degree of assimilation of the theoretical and practical concepts of pregnancy and childbirth in each of the four clinical cases will be evaluated. To this aim, an "ad hoc" questionnaire comprising 40 multi-ple-choice questions was designed by the PI, who is a certified Nurse Specialist in Obstetrics and Gynecology (Midwife) and the lecturer in charge of the class. The items were constructed to strictly align with the specific curricular contents and learning ob-jectives of the 'Reproductive Health' syllabus. To ensure external content validity prior to administration, this initial draft will be reviewed by an external panel of five experts (three academic midwives and two obstetricians). Regarding reliability, since this is a pilot study, internal consistency and item analysis will be calculated post hoc to validate the instrument for future trials.

  On day 1 of the intervention and in the end of treatment every session

Secondary Outcomes (2)

• Satisfaction with the gamification

  At the end of treatment, at 4 weeks

• Sociodemographic variables

  On day 1 of the intervention

Other Outcomes (1)

• Player Profile

  On day 1 of the intervention

Study Arms (2)

Adapted Gamified

EXPERIMENTAL

Participants in this arm attend four 120-minute face-to-face simulation sessions where the gamified narrative is personalized based on their profile from the Player Personality and Dynamics Scale (PPDS): Tryhard, Coacher, Esthetic, Joker, or Toxic. While maintaining identical clinical objectives and difficulty to the control group, the intervention features AI-generated adaptations in four key dimensions: 1) Narrative Tone (e.g., "Epic/Heroic" for Tryhards, "Humorous" for Jokers); 2) Visual Aesthetics (e.g., "High-fantasy/Dark" for Esthetics); 3) Feedback Style (e.g., motivational challenges vs. empathetic support); and 4) Side Missions (e.g., hidden Easter eggs or speed puzzles). Participants access these specific narrative variations via differentiated login codes corresponding to their assigned personality profile.

Other: Adapted Gamified

Generic Gamified

ACTIVE COMPARATOR

Participants in this arm attend four 120-minute face-to-face simulation sessions managed via the Wix platform. The intervention utilizes a standardized, linear narrative script generated by AI but curated to maintain a neutral, academic tone. The visual aesthetics of the digital learning environment are uniform, adhering to standard medical imagery (clean, white/blue interface). Feedback provided upon completing clinical challenges (Google Forms) is strictly informational (Correct/Incorrect plus standard explanation). No specific side missions or profile-based adaptations are included. All participants access the platform using a single, uniform login credential.

Other: Generic Gamified

Interventions

Adapted Gamified OTHER

The Experimental Group receives a personalized experience generated by AI and adjusted to five personality profiles (PPDS scale). This adaptation transforms the learning "wrapper" by offering specific narrative tones (such as heroic, humorous, or empathetic), differentiated visual aesthetics, feedback styles adjusted to the student's motivation, and exclusive side missions (such as puzzles or speed challenges), which are accessed via specific codes according to their role.

Adapted Gamified

Generic Gamified OTHER

The primary distinction between the two groups lies exclusively in the adaptation of the narrative and gamification elements, given that the clinical content, learning objectives, and difficulty remain invariant to ensure academic validity. The Control Group interacts with a linear and generic narrative characterized by a neutral academic tone, standard medical aesthetics, and conventional feedback without additional missions

Generic Gamified

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Students of the bachelor's degree in nursing
• Enrolled in the course "Reproductive Health Nursing and Sex Education
• Active enrollment
• Face-to-face attendance
• Technological access

You may not qualify if:

• Students repeating the course
• Students with prior specialized training
• Students with uncorrected sensory impairment

Sponsors & Collaborators

• Servicio Canario de Salud: lead

Study Sites (1)

Universidad del Atlántico Medio

Las Palmas de Gran Canaria, Las Palmas, 35213, Spain

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: A single blinding strategy will be implemented. Participants will remain blinded to the study hypothesis and their allocation to the control or experimental narrative group. To maintain this blinding and prevent the participants from distinguishing between the narrative formats (generic vs. adapted), the intervention relies on the physical and temporal separation of the clusters. Since Group A and Group B attend consecutive but distinct shifts, there is no simultaneous visual contact with the screens of the Control and Experimental groups
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Doctor of Biomedical Research

Model Details: A cluster-randomized, prospective, comparative, and longitudinal pilot trial with two parallel groups is proposed. The study employs a 1:1 allocation ratio (one cluster per arm) and follows a superiority framework regarding the primary hypothesis. The control group will receive a generic gamified intervention, and the experimental group will receive an adapted gami-fied intervention. The study timeline spans four consecutive weeks

Study Record Dates

• First Submitted: February 12, 2026
• First Posted: February 25, 2026
• Study Start: February 19, 2026
• Primary Completion: March 19, 2026
• Study Completion: April 5, 2026
• Last Updated: April 22, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)