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This study is a randomized controlled trial (RCT) with a pretest-posttest-follow-up design that compares the effectiveness of gamified teaching methods (Gimkit and educational escape room) with traditional theoretical education in improving undergraduate nursing students' Human Papillomavirus (HPV) knowledge and HPV literacy. Both HPV knowledge and HPV literacy were prespecified primary outcome measures in the study protocol. These outcomes represent related but distinct educational constructs and are reported separately to allow independent interpretation of each outcome.
This randomized controlled trial (RCT) with a pretest-posttest-follow-up design evaluated the effectiveness of two gamified teaching strategies in undergraduate nursing education. The study was conducted among third-year nursing students enrolled in the Obstetrics and Gynecology Nursing course at Aydın Adnan Menderes University.
Participants were randomly assigned to one of three groups:
All participants received standardized theoretical instruction on Human Papillomavirus (HPV). Subsequently, participants in the intervention groups completed either the Gimkit or educational escape room activity, whereas the control group received no additional educational intervention.
Data were collected using the following instruments:
Both HPV knowledge and HPV literacy were prespecified primary outcome measures in the study protocol. HPV knowledge and HPV literacy address related but distinct educational constructs and are reported separately to allow independent interpretation of each outcome.
Data were analyzed using IBM SPSS Statistics version 25.0. Descriptive statistics were calculated for all variables. Baseline continuous variables were compared using one-way analysis of variance (ANOVA), whereas categorical variables were analyzed using the chi-square test or Fisher's exact test, as appropriate. Changes in study outcomes over time were evaluated using two-way repeated-measures ANOVA with Bonferroni-adjusted pairwise comparisons, as appropriate. Statistical significance was set at p < 0.05.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Gimkit Group | Experimental | Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by a Gimkit-based digital quiz game consisting of multiple-choice and true/false questions. |
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| Escape Room Group | Experimental | Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participation in structured escape room-based learning activities consisting of crossword puzzles, word search tasks, and matching exercises designed to reinforce HPV-related knowledge through collaborative problem-solving. |
|
| Control Group | No Intervention | Participants will receive standardized theoretical education on Human Papillomavirus (HPV) and will not participate in any gamified learning activities. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Gimkit-Based Game-Based Learning | Behavioral | Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participation in a Gimkit-based digital quiz game consisting of multiple-choice and true/false questions designed to reinforce HPV-related knowledge. |
| Measure | Description | Time Frame |
|---|---|---|
| HPV Knowledge Level | Human Papillomavirus (HPV) Knowledge Scale. Scores range from 0 to 33; higher scores indicate greater knowledge. | Baseline (Day 0, before theoretical education; 17 April 2026), immediately after theoretical education (Day 0; 17 April 2026), immediately after the intervention (Day 7; 24 April 2026), and follow-up (Day 28; 15 May 2026). |
| HPV Literacy Level | Human Papillomavirus (HPV) Literacy Scale. Scores range from 24 to 120; higher scores indicate higher literacy. | Baseline (Day 0, before theoretical education; 17 April 2026), immediately after theoretical education (Day 0; 17 April 2026), immediately after the intervention (Day 7; 24 April 2026), and follow-up (Day 28; 15 May 2026). |
| Measure | Description | Time Frame |
|---|---|---|
| Gamified Learning Experience | Measured using the Gameful Experience Scale (GAMEX). Higher scores indicate a more positive gamified learning experience. | Immediately after completion of the gamified intervention (Day 7; 24 April 2026). |
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Inclusion Criteria
Exclusion Criteria Previous experience with Gimkit or educational escape room activities Incomplete data forms Not participating in intervention sessions Absence from the posttest or follow-up assessment
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Aydın Adnan Menderes University | Aydin | Turkey (Türkiye) |
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| ID | Term |
|---|---|
| D030361 | Papillomavirus Infections |
| ID | Term |
|---|---|
| D015229 | Sexually Transmitted Diseases, Viral |
| D012749 | Sexually Transmitted Diseases |
| D003141 | Communicable Diseases |
| D007239 | Infections |
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Parallel Assignment. Participants were randomly assigned to one of three parallel groups: Gimkit plus theoretical education, educational escape room plus theoretical education, or theoretical education alone.
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| Escape Room-Based Game-Based Learning | Behavioral | Participants will receive standardized theoretical education on Human Papillomavirus (HPV), followed by participation in structured escape room-based learning activities consisting of crossword puzzles, word search tasks, and matching exercises designed to reinforce HPV-related knowledge. |
|
| D004266 | DNA Virus Infections |
| D014777 | Virus Diseases |
| D014412 | Tumor Virus Infections |
| D000091662 | Genital Diseases |
| D000091642 | Urogenital Diseases |
| D020969 | Disease Attributes |
| D010335 | Pathologic Processes |
| D013568 | Pathological Conditions, Signs and Symptoms |