Effects of Kahoot-Based Learning on Anxiety, Stress Coping, and Motivation in Physiotherapy Students

NCT07554534 | Completed

• 1 other identifier: bvuedurgut02
• Study Type: interventional
• Target: 131
• Locations: 1 country
• Sites: 1

Brief Summary

This randomized controlled study aimed to investigate the effects of Kahoot-based learning on anxiety, stress coping, and motivation levels in physiotherapy and rehabilitation students. Participants were randomly assigned to either a Kahoot-based assessment group or a traditional paper-based assessment group. Outcomes were evaluated at baseline and after a 4-week intervention period.

Conditions

Stress; Test Anxiety; Anxiety; Motivation

Keywords

Gamification; Physiotherapy Education; Anxiety; Motivation; Stress; Test Anxiety

Outcome Measures

Primary Outcomes (1)

• Test Anxiety (Test Anxiety Scale)

  Test anxiety will be assessed using the 34-item Test Anxiety Scale developed by Bahçeci. The scale assesses the cognitive, emotional, and physiological dimensions of test anxiety. Each item is scored on a 5-point Likert scale ranging from 1 ("Never") to 5 ("Always"), yielding a total score between 34 and 170. Higher scores indicate greater levels of test anxiety.

  Baseline and after 4 weeks

Secondary Outcomes (4)

• Trait Anxiety Level (State-Trait Anxiety Inventory - STAI-Trait)

  Baseline and after 4 weeks

• State Anxiety Level (State-Trait Anxiety Inventory - STAI-State)

  Baseline and after 4 weeks

• Coping with Stress Inventory (CSI)

  Baseline and after 4 weeks

• Learning Motivation (Instructional Materials Motivation Survey - IMMS)

  At the post-test assessment (after 4 weeks)

Study Arms (2)

Kahoot Group

EXPERIMENTAL

Behavioral: Kahoot-based learning

Control Group

ACTIVE COMPARATOR

Behavioral: Paper-based learning

Interventions

Kahoot-based learning BEHAVIORAL

Participants completed quizzes using the Kahoot! platform at the end of each lesson during the 4-week intervention period. Each session included 5-10 multiple-choice questions, and immediate feedback was provided following each response. The intervention aimed to enhance engagement through interactive and gamified learning.

Kahoot Group

Paper-based learning BEHAVIORAL

Participants completed quizzes using traditional paper-based methods at the end of each lesson during the 4-week intervention period. Each session included 5-10 multiple-choice questions, and feedback was provided after completion of the quiz.

Control Group

Eligibility Criteria

• Age: 18 Years - 25 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• enrollment in the specified courses,
• voluntary participation,
• age ≥18 years,
• absence of neurological, psychiatric, or systemic disorders,
• proficiency in the Turkish language.

You may not qualify if:

• included the inability to attend face-to-face classes or quiz sessions,
• any medical or personal condition preventing participation, or incomplete assessment data.

Sponsors & Collaborators

• Bezmialem Vakif University: lead

Study Sites (1)

Bezmialem Vakif University

Istanbul, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Anxiety Disorders

Condition Hierarchy (Ancestors)

Mental Disorders

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: Asst. Prof.

Study Record Dates

• First Submitted: April 21, 2026
• First Posted: April 28, 2026
• Study Start: October 15, 2025
• Primary Completion: December 15, 2025
• Study Completion: December 15, 2025
• Last Updated: July 7, 2026

Record last verified: 2026-04

Locations

TU (1)