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

Condition(s) studied

Investigational drug(s) / intervention(s)

Gamified Feedback: Gamified feedback is delivered following the AI dialogue-based scenario simulation and includes game-related elements such as points, levels, progress indicators, and mission-based features.

Conventional Formative Feedback: Conventional formative feedback is delivered following the same AI dialogue-based scenario simulation without gamification elements.

Study summary

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.

Eligibility

Primary outcome measure(s)

• Flow Experience — Baseline (before the intervention) and immediately after completion of the intervention (approximately Week 18).
  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.
• Academic Learning Performance — At approximately Week 9 (midterm examination) and Week 18 (final examination) of the academic semester.
  Academic learning performance will be assessed using students' course midterm and final examination scores. Higher scores indicate better academic performance.

Trial sites (1)

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