Effects of Concept Mapping and AI Dialogue on Flow and Learning Outcomes in Simulation-Based Learning

NCT07748897 | Active Not Recruiting

• 1 other identifier: 202402091B0
• Study Type: interventional
• Target: 168
• Locations: 1 country
• Sites: 1

Brief Summary

This mixed-methods educational study evaluates the integration of concept mapping and artificial intelligence (AI)-supported dialogue into simulation-based learning for nursing students. The learning activities include structured pre-class preparation, concept mapping, AI-supported dialogue using ChatGPT, and participation in simulated clinical scenarios. The study examines students' flow experience, defined as a state of focused engagement, and their learning outcomes. Quantitative assessments are used to examine critical thinking, self-efficacy, communication skills, and other learning outcomes specified in the study protocol. Interviews and observations are used to explore students' learning processes and experiences. The study also examines whether individual characteristics, including openness and self-efficacy, are associated with learning practices, flow experience, and learning outcomes.

Conditions

Nursing Education; Simulation-Based Learning

Keywords

Nursing Students; Simulation-Based Learning; Concept Mapping; Generative Artificial Intelligence; Flow Experience; Learning Outcomes; Critical Thinking; Self-Efficacy; Communication Skills

Outcome Measures

Primary Outcomes (1)

• Change From Baseline in Pediatric Nursing Knowledge Test Score

  Pediatric nursing knowledge will be assessed using a test covering fever management for an infant with febrile seizures, chest physiotherapy for a child with pneumonia, and nursing care for a child with epilepsy. Scores range from 0 to 100, with higher scores indicating greater pediatric nursing knowledge. The change score will be calculated as the post-intervention score minus the baseline score.

  From baseline before the intervention to immediately after completion of all three simulation scenarios

Secondary Outcomes (5)

• Change From Baseline in Critical Thinking Disposition Score

  From baseline before the intervention to immediately after completion of all three simulation scenarios

• Change From Baseline in Self-reported Communication Competence Score

  From baseline before the intervention to immediately after completion of all three simulation scenarios

• Change From Baseline in Learning Self-Efficacy Score

  From baseline before the intervention to immediately after completion of all three simulation scenarios

• Change From Baseline in Flow Experience Score

  From the baseline learning activity before the intervention to immediately after completion of all three simulation scenarios

• Post-intervention Perceived Learning Objective Achievement Score

  Immediately after each corresponding simulation scenario

Other Outcomes (1)

• Students in the experimental group will be invited to participate in semi-structured interviews to explore their experiences with the ChatGPT-assisted learning approach.

  Within 4 weeks after finalization of the course grades

Study Arms (2)

ChatGPT-Assisted Preparation Group

EXPERIMENTAL

Classes randomized to this arm will complete preclass preparation for pediatric nursing simulation. Students will watch instructional videos, prepare concept maps, engage in structured dialogue with ChatGPT, and upload their work before class. The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course. During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the comparator group.

Other: ChatGPT-Assisted Preparation for Pediatric Nursing Simulation

Standard Preparation Group

ACTIVE COMPARATOR

Classes randomized to this arm will complete standard preclass preparation for pediatric nursing simulation. Students will watch the same instructional videos, prepare concept maps, and upload their work before class, but will not engage in structured dialogue with ChatGPT. The preclass activities are intended to improve learning readiness and support efficient participation in the in-class course. During class, students will participate in the same high-fidelity scenario-based simulation, virtual reality learning, and instructor-guided discussion as the experimental group.

Other: Standard Preparation for Pediatric Nursing Simulation

Interventions

ChatGPT-Assisted Preparation for Pediatric Nursing Simulation OTHER

Students watch instructional videos, prepare concept maps, and engage in structured dialogue with ChatGPT before class. They then participate in high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion. The preparation activities are intended to improve learning readiness and support efficient participation in class.

ChatGPT-Assisted Preparation Group

Standard Preparation for Pediatric Nursing Simulation OTHER

Students watch the same instructional videos and prepare concept maps before class but do not engage in structured dialogue with ChatGPT. They then participate in the same high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion as the experimental group.

Standard Preparation Group

Eligibility Criteria

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

You may qualify if:

• Nursing students enrolled in the participating pediatric nursing course and in one of the classes selected for the study.
• Aged 18 years or older.
• Able to read and communicate in Chinese.
• Willing to provide written informed consent and participate in the study activities and assessments.

You may not qualify if:

• Previous participation in the pilot testing or development phase of the same instructional program.
• Students who are on leave of absence or are not expected to attend the scheduled learning activities during the study period.

Sponsors & Collaborators

• Chang Gung University of Science and Technology: lead

Study Sites (1)

Chang Gung University of Science and Technology

Taoyuan, Guishan, 333324, Taiwan

Location

MeSH Terms

Interventions

Reference Standards

Intervention Hierarchy (Ancestors)

Weights and Measures; Investigative Techniques

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: Professor

Model Details: Four intact classes were selected using convenience sampling. The classes were randomly assigned by lottery at the class level, with two classes assigned to the intervention group and two classes assigned to the control group. All participants within each class received the educational intervention assigned to that class.

Study Record Dates

• First Submitted: August 2, 2026
• First Posted: August 6, 2026
• Study Start: September 23, 2025
• Primary Completion: September 30, 2026
• Study Completion: September 30, 2026
• Last Updated: August 6, 2026

Record last verified: 2026-08

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)