Study of Gamification-Enhanced Problem-Based Learning Versus Lectures on Critical Thinking and Clinical Skills in Hong Kong Nursing Students

What this Trial Is About

Researchers are evaluating the effects of Gamification-Enhanced Problem-Based Learning compared to conventional lectures on critical thinking disposition, metacognitive awareness, and clinical competence in nursing students enrolled in a higher diploma program in Hong Kong. The study aims to understand students baseline levels in these areas and how they relate to clinical competence. Participants will be randomly assigned to receive either five weekly 90-minute sessions of gamified problem-based learning or conventional didactic lectures delivered via PowerPoint. The gamified sessions involve collaborative problem-solving of clinical cases with increasing difficulty, role-play using a patient simulator, digital badges, leaderboards, and certificates of completion. The program is held face-to-face outside regular class hours and does not affect academic grades. During the study, participants will be assessed at baseline, immediately after the five-week intervention, and one month later. Measurements include critical thinking disposition, metacognitive awareness, and clinical competence. The sessions are facilitated by nurse educators and include pre-reading materials, digital device use, and debriefing to enhance learning. The study is sponsored by The University of Hong Kong and runs until February 2026.

Gamification-Enhanced Problem-Based Learning