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

NCT07825077 — Not applicable, Not yet recruiting, 91 participants, Chang Gung University of Science and Technology

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The Effects of Scenario Simulation Via AI Dialogue Integrated With Concept Mapping and Gamified Feedback on Students' Flow and Learning Performance: The Roles of Collaborative Processes and Interaction Mechanisms

Registry	NCT07825077
Status	Not yet recruiting
Phase	Not applicable
Study type	Interventional; randomized, parallel, masking: none, other
Enrollment	91 (Estimated)
Sponsor	Chang Gung University of Science and Technology (Other)
Conditions	Nursing Education
Interventions	Gamified Feedback, Conventional Formative Feedback (Behavioral)
Dates	start 2026-09-21 (estimated), primary completion 2027-01-05 (estimated), completion 2027-01-05 (estimated), first posted 2026-09-17, last updated 2026-09-21
Locations	1 site in Taiwan

-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.

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+Arms and interventions

Arm	Type	Interventions	Description
Gamified Feedback Group	Experimental	Behavioral: Gamified Feedback	Participants receive a concept-mapping-integrated AI dialogue-based scenario simulation followed by gamified feedback. The feedback includes gamification elements such as points, levels, progress indicators, and mission-based features.
Conventional Formative Feedback Group	Active comparator	Behavioral: Conventional Formative Feedback	Participants receive the same concept-mapping-integrated AI dialogue-based scenario simulation followed by conventional formative feedback without gamification elements.

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

+Outcome measures

Primary outcomes

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.

Secondary outcomes

Intrinsic Motivation [Baseline (before the intervention) and immediately after completion of the intervention (approximately Week 18).]: 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.

+Eligibility

Sex: All, ages: 18 Years to any, accepts healthy volunteers

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.

+Locations (1)

Facility	City	Country	Status
Chang Gung University of Science and Technology	Taoyuan, Taoyuan City	Taiwan