An interventional study of gamified instruction and conventional lesson lecture in Knowledge of Infection Control, Attitude of Infection Control and Behavioral Intentions of Infection Control, sponsored by HU, HUEY-LAN. Completed at 1 site in Taiwan. Open to participants aged 10 Years to 13 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2024-05-07.
Sponsored by HU, HUEY-LAN · Not applicable, Interventional, and Other
The goal of this clinical trial is to learn if board game can improve elementary school students' infection control intentions. The investigators use the theory of planned behavior (TPB), which includes three main factors: attitude, subjective norm, and perceived behavioral control. The main questions it aims to answer are:
Researchers will compare gamified instruction to conventional lesson lecture to see if the former has better results.
Students who participated in filled out the questionnaire three times, each time taking about 15 to 20 minutes: before the intervention, after the intervention, and after a one-month delay. The students' legal representatives filled out a basic demographic questionnaire before intervention, which took about 5 minutes.
After a one-month delay, two groups of students were asked to filled out the post-test questionnaire again. Then, students in the control group were invited to participate in a board game and asked which teaching method they preferred (gamified instruction or conventional lesson lecture).
6,687 studies on the registry are indexed under Infections; 807 are open to participants now.
This study's enrollment of 310 is above the median of 120 across 4,200 interventional studies indexed under Infections.
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Exclusion Criteria:
Other: gamified instruction
Other: conventional lesson lecture
At the beginning, the speaker played the role of a laboratory rescue team, narrated the background story of the board game, and led the children into the game situation. Then, the speaker explained four types of pathogens, which the investigators defined them according to different types of transmission, including droplets, airborne, blood or body fluids, and fecal-oral. The speaker explained their characteristics and key points, representative diseases in real life, corresponding prevention methods and so on. The lecture lasted for 15 minutes, then the children were divided into different groups to play the board game for about 20 minutes. During the game, students were required to collect "Prevention Method Cards" made by the research team. Students must perform the correct behavior of infection control or answer questions related to the class content in order to obtain the card and win.
The lecture was about 35 minutes. At the beginning, the speaker explained the terms to children, including infectious diseases, symptoms and pathogens. Next, the speaker introduced the components of the infection chain and how to make infection control behaviors for different parts of it. Then the speaker focused on the four types of transmission, including droplets, airborne, blood or body fluids, and fecal-oral. The speaker illustrated their characteristics and key points, representative diseases in real life, and corresponding prevention methods. In the end, the speaker led the students to practice infection control behaviors, such as the seven correct steps of washing hands, the right steps for wearing and taking off masks, and exercises that can be done to increase immunity.
intention to infection control behavior
Theory of planned behavior guided questionnaire (S-CVI/UA=0.962, S-CVI/Ave=0.992) was developed to exam students' attitude, subjective norm, and perceived behavioral control toward infection control behavior over time (pre-intervention, post-intervention, and 4 weeks after intervention). A Likert 5-point scale was used in the TPB questionnaire, the higher the score, the higher the intention for infection control behavior.
Time frame: baseline, the day receiving the intervention, a one-month delay after the intervention.
knowledge of infection control
A self-developed knowledge questionnaire (S-CVI/UA=0.8, S-CVI/Ave=0.96) which has fifteen multiple choices questions was used to evaluate students' infection control knowledge over time (pre-intervention, post-intervention, and 4 weeks after intervention). The higher the score, the more positive the outcome.
Time frame: baseline, the day receiving the intervention, a one-month delay after the intervention.
Plan to share: No
This study is completed, as verified in May 2024. You cannot join it, but the record below documents what was studied.
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