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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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Kahoot Group | Experimental |
| |
| Control Group | Active Comparator |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| 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. |
| Measure | Description | Time Frame |
|---|---|---|
| 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 |
| Measure | Description | Time Frame |
|---|---|---|
| Trait Anxiety Level (State-Trait Anxiety Inventory - STAI-Trait) | Trait anxiety will be assessed using the State-Trait Anxiety Inventory (STAI-Trait), a validated 20-item scale measuring general anxiety disposition. Scores range from 20 to 80, with higher scores indicating greater anxiety. | Baseline and after 4 weeks |
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Inclusion criteria:
Exclusion criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Bezmialem Vakif University | Istanbul | Turkey (Türkiye) |
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| ID | Term |
|---|---|
| D001008 | Anxiety Disorders |
| ID | Term |
|---|---|
| D001523 | Mental Disorders |
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| 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. |
|
| State Anxiety Level (State-Trait Anxiety Inventory - STAI-State) |
State anxiety levels will be assessed using the State-Trait Anxiety Inventory (STAI-State), a validated 20-item self-report scale measuring situational anxiety. Scores range from 20 to 80, with higher scores indicating greater anxiety. |
| Baseline and after 4 weeks |
| Coping with Stress Inventory (CSI) | Stress coping strategies were assessed using the 43-item Coping with Stress Inventory (CSI). The inventory includes six coping dimensions: active planning, seeking external support, religious coping, emotional-behavioral disengagement, biochemical disengagement, and cognitive restructuring. Although the inventory has a multidimensional structure, the total CSI score was used for statistical analyses to represent participants' overall use of coping strategies. Higher total scores indicate more frequent use of coping strategies. | Baseline and after 4 weeks |
| Learning Motivation (Instructional Materials Motivation Survey - IMMS) | Learning motivation will be evaluated using the Instructional Materials Motivation Survey (IMMS), a 14-item validated instrument assessing motivation related to instructional materials. Higher scores indicate greater motivation. | At the post-test assessment (after 4 weeks) |