Effects of Kahoot-Based Learning on Anxiety, Stress Coping, and Motivation in Physiotherapy Students

Bezmialem Vakif University131 enrolled

Overview

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.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

NONE

Enrollment

131

Conditions

Anxiety Motivation Stress Test Anxiety

Interventions

Kahoot-based learningBEHAVIORAL

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.

Paper-based learningBEHAVIORAL

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.

Eligibility

Sex: ALLMin age: 18 YearsMax age: 25 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion criteria: * enrollment in the specified courses, * voluntary participation, * age ≥18 years, * absence of neurological, psychiatric, or systemic disorders, * proficiency in the Turkish language. Exclusion criteria: * included the inability to attend face-to-face classes or quiz sessions, * any medical or personal condition preventing participation, or incomplete assessment data.

Locations (1)

Bezmialem Vakif University

Istanbul, Turkey (Türkiye)

Outcomes

Primary Outcomes

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.

Time frame: Baseline and after 4 weeks

Secondary Outcomes

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.

Time frame: Baseline and after 4 weeks

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.

Time frame: 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.

Time frame: Baseline and after 4 weeks

Learning Motivation (Instructional Materials Motivation Survey - IMMS)

Data from ClinicalTrials.gov

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