The Effect of Gamification on Breastfeeding Self-Efficacy and Infant Nutrition Attitudes of Pregnant Women

Overview

This study aimed to evaluate the effect of a gamification-based breastfeeding education program on breastfeeding self-efficacy and infant feeding attitudes among pregnant women. The study was designed as a randomized controlled, pretest-posttest, parallel-group trial and was conducted in the antenatal outpatient clinics of Lokman Hekim Etlik Hospital. Eligible pregnant women were randomly assigned to either an intervention group or a control group. The intervention group received breastfeeding education delivered through a digital gamification-based program during the last trimester of pregnancy, while the control group received routine breastfeeding education as part of standard antenatal care. Data were collected before and after the educational intervention. The primary focus of the study was to compare changes in breastfeeding self-efficacy and infant feeding attitudes between the two groups following the intervention. The findings of this study are expected to contribute to the growing evidence on the use of innovative digital and gamification-based educational approaches in antenatal breastfeeding education.

This randomized controlled study was designed to evaluate the effectiveness of a gamification-based digital breastfeeding education program on breastfeeding self-efficacy and infant feeding attitudes among pregnant women. The study was conducted at the Obstetrics and Gynecology outpatient clinics of Lokman Hekim Etlik Hospital, where pregnant women are routinely followed during the antenatal period. After being informed about the purpose and procedures of the study, pregnant women who agreed to participate provided written and verbal informed consent. Participants were allocated to the intervention or control group using a block randomization method to ensure balanced group sizes. The randomization sequence was generated by an independent statistician, and group assignments were concealed using sequentially numbered, opaque sealed envelopes. This process was implemented to reduce selection bias and strengthen the internal validity of the study. The intervention consisted of a structured breastfeeding education program delivered through a digital platform incorporating gamification elements. The educational content was designed to increase participant engagement and motivation by integrating interactive and game-based components into standard breastfeeding education. The program was administered during the last trimester of pregnancy and focused on enhancing confidence in breastfeeding and fostering positive infant feeding attitudes. Participants in the control group received routine breastfeeding education provided as part of standard antenatal care services at the hospital. This education reflected usual clinical practice and did not include digital or gamification-based components. Data collection was conducted at baseline and following completion of the educational intervention. The study evaluated changes in breastfeeding-related psychosocial outcomes by comparing pre- and post-intervention assessments between the intervention and control groups. This study aims to contribute to the evidence base on innovative digital education strategies in maternal health by examining the potential benefits of gamification-enhanced breastfeeding education during pregnancy. The findings are expected to support the development of engaging, technology-supported antenatal education programs to improve breastfeeding preparedness.