Advances in health professions education increasingly emphasize the use of digital technologies to enhance student engagement and support diverse learning needs. In physiotherapy training, particularly in technically complex subjects like electrotherapy, conventional instruction may fall short in fostering active learning and knowledge retention. Game-based platforms such as Ren'Py offer an opportunity to integrate interactive, scenario-based learning into the curriculum. This study aimed to assess the impact of Ren'Py-based digital materials on learning outcomes by comparing conventional, digital, and hybrid teaching models in an undergraduate electrotherapy course.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
HEALTH_SERVICES_RESEARCH
Masking
DOUBLE
Enrollment
80
A lesson package containing a story in an interactive visual novel format created using Ren'Py. This package was designed by the researchers to include the theoretical and practical contents of the medium frequency currents unit, again using the content of the CK4Stim project.
The course content was standardized using materials from the "CK4Stim-Clinical Key for Electrical Stimulation in Physiotherapy and Rehabilitation" project (CK4Stim, Access Date: October 2024). The CK4Stim project, supported by the European Union and involving multiple projects partners, aims to develop a common language for the use of electrical stimulation in physiotherapy and rehabilitation education in accordance with European standards.
Zonguldak Bülent Ecevit University, Facultu of Health Sciences
Zonguldak, Kozlu, Turkey (Türkiye)
Theoretical Knowledge Examination Score
A researcher-developed 20-item multiple-choice theoretical exam assessing students' knowledge of electrotherapy principles. Full Scale Name: Theoretical Knowledge Examination (20-item multiple-choice test) Score Range: 0 to 100 points Interpretation: Higher scores indicate better theoretical knowledge.
Time frame: Measured at 1-week follow-up after completion of the educational intervention.
Practical Skills Examination Score
A 16-item practical performance assessment evaluated by an independent three-member exam jury. Each item was rated as "Sufficient", "Partial", or "Insufficient", and final scores were calculated as the arithmetic mean of the three jury evaluations, scaled to a 0-100 range. Full Scale Name: Practical Skills Performance Assessment (16-item jury-rated evaluation) Score Range: 0 to 100 points Interpretation: Higher scores indicate better practical performance.
Time frame: Measured at 1-week follow-up after completion of the educational intervention.
Cognitive Load Rating Score
Subjective cognitive load was assessed using the nine-point Cognitive Load Rating Scale developed by Paas and Van Merriënboer (1993). Participants rated the level of mental effort experienced during the learning activity on a nine-point Likert-type scale. Full Scale Name: Paas \& Van Merriënboer Cognitive Load Rating Scale (9-point Likert scale) Score Range: 1 (Very Low) to 9 (Very High) Interpretation: Higher scores indicate greater perceived cognitive load.
Time frame: Measured at 1-week follow-up after completion of the educational intervention.
Instructional Materials Motivation Scale Score
Motivation toward the instructional materials was assessed using the 33-item Instructional Materials Motivation Scale (IMMS) developed by Keller. Participants rated each item on a five-point Likert scale evaluating attention, relevance, confidence, and satisfaction related to the instructional materials. Full Scale Name: Instructional Materials Motivation Scale (IMMS), 33-item Likert scale Score Range: 33 (minimum) to 165 (maximum) Interpretation: Higher scores indicate higher motivation toward the instructional materials.
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Time frame: Measured at 1-week follow-up after completion of the educational intervention.