Effects of AI Dialogue-Based Scenario Simulation on Students' Flow and Learning Performance

N/ANot Yet RecruitingNCT07825077

Chang Gung University of Science and Technology91 enrolled

Overview

This study examines the effects of an AI dialogue-based scenario simulation integrated with concept mapping and post-dialogue feedback on nursing students' learning. Nursing students will participate in pediatric care scenarios using standardized AI-supported dialogues. Two feedback approaches will be compared: gamified feedback and conventional formative feedback without gamification elements. The study will examine students' flow experience and learning performance and explore how collaborative processes and interaction mechanisms may contribute to these outcomes. The findings are expected to provide evidence on how different feedback approaches influence students' engagement and learning during AI-supported scenario simulation.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

NONE

Enrollment

Conditions

Nursing Education

Interventions

Eligibility

Sex: ALLMin age: 18 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: Undergraduate nursing students enrolled in the designated nursing course during the study period. * Aged 18 years or older. * Willing to participate and providing informed consent. Exclusion Criteria: \- Students who decline or do not provide informed consent.

Outcomes

Primary Outcomes

Flow Experience

Flow experience will be assessed using the 8-item Flow Experience Questionnaire developed by Pearce et al. (2005). Each item is rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicate a greater level of flow experience. Descriptive statistics will be used to examine the distribution and change in flow scores, missing data, and internal consistency.

Time frame: Baseline (before the intervention) and immediately after completion of the intervention (approximately Week 18).

Academic Learning Performance

Academic learning performance will be assessed using students' course midterm and final examination scores. Higher scores indicate better academic performance.

Time frame: At approximately Week 9 (midterm examination) and Week 18 (final examination) of the academic semester.

Secondary Outcomes

Intrinsic Motivation

Intrinsic motivation will be assessed using a 25-item version of the Intrinsic Motivation Inventory (IMI), based on the IMI framework of McAuley et al. (1989) and the version adapted by Yin et al. (2021). Items are rated on a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree). The instrument assesses five dimensions: interest/enjoyment, pressure/tension, perceived choice, perceived competence, and perceived value. Reverse-coded items will be recoded before analysis, and each subscale score will be calculated as the mean of its constituent items.