NCT07334899

The Effect of Game-Based Learning on Kinesiophobia

The Effect of Game-Based Learning on Kinesiophobia Patient Management of Physiotherapy and Rehabilitation Students: A Randomized Controlled Investigation

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 94 (actual)
• Sponsor: Necmettin Erbakan University · Academic / Other
• Sex: All
• Age: 18 Years – 40 Years
• Healthy volunteers: Accepted

Summary

Aim: The aim of this study was to evaluate the impact of innovative teaching methods applied in the "Physiotherapy and Innovation" course conducted during the 2024-2025 spring semester on physiotherapy students' learning experiences, and to describe the process of developing and exhibiting student-designed materials at the end of the course. Method: The study was carried out with 45 third-year students enrolled in the Department of Physiotherapy and Rehabilitation at Necmettin Erbakan University, Faculty of Health Sciences. The course was enriched with project-based learning, group brainstorming sessions, prototype development, presentations, and feedback meetings in line with innovative teaching principles. At the end of the semester, students designed prototypes of innovative tools, exercise materials, or educational aids applicable in the field of physiotherapy. The developed materials were presented at the "Innovative Physiotherapy Materials Exhibition" organized within the university.

Detailed description

The use of games in health education dates back to the 1980s .The emergence of game development for improving the clinical application characteristics of products in health education. Game rules designed for education should include elements such as goals, problem-solving, critical thinking, winning ability, content, competition, and fun. Games are used in many health education fields such as formality, midwifery, physiotherapy, gerontology, pharmacology, and more. Although individual education is increasingly common in health education today, active learning methods may be preferred over traditional teaching methods. Therefore, game-based learning environments have led to better learning compared to traditional teaching methods. Openable milk cartons are available. In the field of health, in today's conditions where science and technology are rapidly centralized, and knowledge, skills, and attitudes are constantly updated, educational activities should be designed in a way that is appropriate for the age. Students can learn and teach while having fun by designing games as universal educational materials. In line with this need, in Physiotherapy and Rehabilitation education, different training methods are available in student training according to the physiotherapist's various patient approaches. The effect of determining the effect of play-based learning in the kinesiophobic game of these effective Physiotherapy and Rehabilitation centers is still being determined.

Conditions

• Learning

Interventions

Type	Name	Description
OTHER	Game-Based Learning Training on Approaching Patients With Kinesiophobia	The intervention consisted of a structured game-based learning training program designed to improve physiotherapy students' approach to patients with kinesiophobia. Each training session lasted approximately 60-90 minutes and was delivered face-to-face by the responsible researcher. The training included four main components: (1) a brief theoretical lecture (15-20 minutes) covering kinesiophobia, pain psychology, and patient management; (2) case-based learning (20-30 minutes) involving analysis of fictional clinical scenarios; (3) game-based and interactive activities (20-30 minutes) focused on the management of kinesiophobia; and (4) group work and discussion (15-20 minutes), during which students collaboratively solved problems and discussed scenarios tailored to varying levels of patients' psychological and physical status. Gamified quizzes were integrated into the training using an escape room format developed via the Genially platform. Students progressed through the activity by
OTHER	Routine Physiotherapy Education	Participants in the control group continued their standard physiotherapy curriculum for the same study period. No additional training, game-based learning activities, case simulations, or kinesiophobia-specific educational content were provided during the intervention period.

Timeline

• Start date: 2025-02-01
• Primary completion: 2025-02-01
• Completion: 2025-05-01
• First posted: 2026-01-12
• Last updated: 2026-01-12

Locations

2 sites across 1 country: Turkey (Türkiye)