Gamified Learning Methods and HPV Knowledge in Nursing Students

Overview

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: 1. Gimkit-based gamification combined with theoretical education 2. Educational escape room combined with theoretical education 3. Control group (theoretical education only) 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: * Student Information Form * Human Papillomavirus (HPV) Knowledge Scale * Human Papillomavirus Literacy Scale (HPV-LS) * Gameful Experience Scale (GAMEX) 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.