Trial reportInternational journal of nursing practice2026
Impact of Gamified Infection Control Education on Cognitive Achievement, Academic Self-Efficacy and Learning Motivation in Nursing Students: A Randomized Controlled Trial in Turkiye.
Trial report in International journal of nursing practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06786806 (The Impact of Gamified Infection Control Education on Academic Self-Efficacy, Learning Motivation, and Cognitive Achievement in Nursing Students), which is not on this map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Impact of Gamified Infection Control Education on Academic Self-Efficacy, Learning Motivation, and Cognitive Achievement in Nursing Students: A Randomized Controlled Trial
Who cites it
1 citing paper in PubMed.
- The Relationship Between Social-Emotional Learning Skills and Learning Motivation Among University Students: Exploring the Roles of Emotional Intelligence and Emotion Regulation.Behavioral sciences (Basel, Switzerland) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundInfection control is essential in nursing education, but traditional methods often lack student engagement and may not support long-term knowledge retention. This randomized controlled trial evaluated the impact of a gamified infection control education program on first-year nursing students in Turkiye.
methodsSixty students were randomly assigned to either an intervention group (n = 30) or a control group (n = 30). The intervention group received a 4-week gamified program that included physical games, case-based activities and escape-room scenarios, all designed according to Bloom's Taxonomy. The control group received standard lecture-based instruction. Data were collected using the Infection Control Cognitive Achievement Measurement Questionnaire, the Academic Nurse Self-Efficacy Scale and the Learning Motivation Scale in Higher Education. Analyses included t-tests, Mann-Whitney U tests, correlation analyses and regression.
resultsThe intervention group showed higher learning motivation (p = 0.025) and greater cognitive achievement in sterilization and asepsis (p = 0.024), though these differences did not remain significant after Holm-Bonferroni correction. No significant difference in academic self-efficacy was observed (p > 0.05). Regression analysis showed that the learning objectives subdimension of the Learning Motivation in Higher Education Scale significantly predicted cumulative grade point average (p < 0.001, R
conclusionGamified learning may enhance motivation and specific cognitive outcomes but appears to have a limited impact on self-efficacy. As a complementary method to traditional instruction, it holds promise, particularly when integrated with clinical practice and personalized feedback.
trial registrationClinicalTrials.gov identifier: NCT06786806.
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Registered trials
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