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IRCT20260921071142N1 IRCT 2026-10-08 Ghoum University of Medical Sciences Investigating the Effect of Gamification Based on Adaptive Microlearning on Knowledge, Skills, and Self-Efficacy in ECG Interpretation Investigating the Effect of Gamification Based on Adaptive Microlearning on Knowledge, Skills, and Self-Efficacy in ECG Interpretation Among Undergraduate Nursing Students 2026-09-19 anticipated 50 Recruiting https://irct.ir/trial/93672 interventional Randomization: Not randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Factorial, Purpose: Education/Guidance. N/A Knowledge, Interpretation Skills, and Self-Efficacy in ECG. Intervention 1: Intervention Group 1 (Adaptive Micro-learning): In addition to standard clinical training in the CCU, students in this group receive an educational intervention delivered in two phases: 1. Pre-internship phase: For 10 days prior to starting their rotation, students are provided with 3–4 pieces of multimedia micro-learning content daily via an online platform (covering key points and concise summaries on ECG interpretation, cardiac arrhythmias, conduction disorders, and common pharmacological/interventional treatments) to establish the necessary foundational knowledge. 2. During-internship phase: Educational content is delivered adaptively from a database. At this stage, content is selected and presented based on the identification of each student's specific weaknesses and learning gaps, thereby enabling targeted improvement of their ECG interpretation skills. Intervention 2: Intervention Group 2 (Adaptive Micro-learning + Gamification): Phase 1: Pre-internship (Micro-learning)—For 10 days prior to the internship, students receive 3–4 pieces of multimedia micro-content daily via digital platforms (covering key points and "capsule" summaries on ECG interpretation, cardiac arrhythmias, conduction disorders, and common pharmacological/interventional treatments) to establish the necessary foundational knowledge. Phase 2: During Internship (Adaptive Content + Card-based Gamification)—Implementation of the "ECG Duel" card game: Gamification sessions are conducted in person under the researcher's supervision during ward-based internship sessions. The game creates a competitive, engaging, and interactive environment where students can test their knowledge against clinical scenarios and actual ECG tracings. Personalization and adaptive content based on game performance: During and after the game, each student's diagnostic and therapeutic errors are identified. Based on these individual weaknesses, remedial and supplementary content is retrieved from an "educational content bank" and delivered to the specific student in a targeted, personalized manner. No - There is not a plan to make this available Justification or reason for not sharing IPD is “No decision has yet been made regarding data release; a final decision will be made after the completion of the study, taking the relevant circumstances into consideration.”
public Hussein Rais_Mirzaie
No. 140, North Taghavi St., Modarres Blvd., Zeyneddin Sq.
Qom Iran (Islamic Republic of) 3715134471 +98 25 3665 1270 Rm.hussein2002@gmail.com Ghoum University of Medical Sciences scientific Hussein Rais_Mirzaie
No. 140, North Taghavi St., Modarres Blvd., Zeyneddin Sq.
Qom Iran (Islamic Republic of) 3715134471 +98 25 3665 1270 Rm.hussein2002@gmail.com Ghoum University of Medical Sciences Iran (Islamic Republic of) Currently pursuing a Bachelor's degree in Nursing Completed the Intensive Care course/module 18 years no limit Both • No prior experience participating in similar interventions • Failure to participate in ECG training courses or workshops Other Other Intervention Group 1 (Adaptive Micro-learning): In addition to standard clinical training in the CCU, students in this group receive an educational intervention delivered in two phases: 1. Pre-internship phase: For 10 days prior to starting their rotation, students are provided with 3–4 pieces of multimedia micro-learning content daily via an online platform (covering key points and concise summaries on ECG interpretation, cardiac arrhythmias, conduction disorders, and common pharmacological/interventional treatments) to establish the necessary foundational knowledge. 2. During-internship phase: Educational content is delivered adaptively from a database. At this stage, content is selected and presented based on the identification of each student's specific weaknesses and learning gaps, thereby enabling targeted improvement of their ECG interpretation skills. Intervention Group 2 (Adaptive Micro-learning + Gamification): Phase 1: Pre-internship (Micro-learning)—For 10 days prior to the internship, students receive 3–4 pieces of multimedia micro-content daily via digital platforms (covering key points and "capsule" summaries on ECG interpretation, cardiac arrhythmias, conduction disorders, and common pharmacological/interventional treatments) to establish the necessary foundational knowledge. Phase 2: During Internship (Adaptive Content + Card-based Gamification)—Implementation of the "ECG Duel" card game: Gamification sessions are conducted in person under the researcher's supervision during ward-based internship sessions. The game creates a competitive, engaging, and interactive environment where students can test their knowledge against clinical scenarios and actual ECG tracings. Personalization and adaptive content based on game performance: During and after the game, each student's diagnostic and therapeutic errors are identified. Based on these individual weaknesses, remedial and supplementary content is retrieved from an "educational content bank" and delivered to the specific student in a targeted, personalized manner. ECG Knowledge. Timepoint: Before the intervention – after the intervention – one month after the intervention. Method of measurement: Using the ECG-KAT tool. ECG interpretation skills. Timepoint: Before the intervention – after the intervention – one month after the intervention. Method of measurement: Using the ECG-SAT tool. Self-efficacy in ECG interpretation. Timepoint: Before the intervention – after the intervention – one month after the intervention. Method of measurement: Using the ECG-SES tool. Ghoum University of Medical Sciences Approved 2026-09-16 Ethics Committee of Qom University of Medical Sciences No. 140, North Taghavi Street, Modarres Boulevard, Zein-ed-Din Square QOM Ghoum Iran (Islamic Republic of)