An interventional study of Virtual Escape Room in Generative AI and Interprofessional Education, sponsored by The University of Hong Kong. Completed at 1 site in Hong Kong. Open to participants aged 18 Years to 40 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-04-24.
Sponsored by The University of Hong Kong · Not applicable, Interventional, and Other
This is a pragmatic, cross-over randomized, two-group pre \& post-test experimental design aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios.
To prepare health discipline students for effective interdisciplinary learning in a global learning environment, a novel pedagogical innovation is proposed in this project - using an interactive 'Escape Room' that encompasses situational and cultural awareness to enhance the delivery of appropriate prioritized care for community people in home setting. 'Escape room' is a game-based learning that shows evidence in motivating and engaging students in the learning process.
This project aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios. The online rooms will be designed by the interdisciplinary teachers of involved institutions collaboratively, based on the concept of situational awareness that includes perception of the elements in the environment, comprehension of the situation, and projection of future status. To achieve the overall goal of developing prioritization skills and cultural competence skills of participating students, they will be empowered in mastering generative AI (ChatGPT) to acquire answers that pertain to specific scenarios, in which they need to analyze if the answers generated from AI are valid, helping them in prioritizing the solutions and resolving the situation correctly.
It is expected that interdisciplinary and intercultural learning among health discipline students from different regions will be enhanced, and therefore the development of their global citizenship through collaborative effort.
The University of Hong Kong is the lead sponsor of 1,262 studies on the registry; 340 are open to participants now.
Of its 8 completed or terminated interventional studies of FDA-regulated products, 0 (0%) have results posted.
Counted across the registry records on this site, refreshed daily.
Exclusion Criteria:
In the chronic obstructive pulmondary disease (COPD) module, Group A (intervention group) will go through the ER COPD scenario with group discussion. The tuberculosis (TB) module launched after three weeks of washout period, Group A (control group) will go through the TB scenario using problem based learning approach.
Other: Virtual Escape Room
In the chronic obstructive pulmonary disease (COPD) module, Group B (control group) will go through the COPD scenario using problem based learning approach. The tuberculosis (TB) module launched after three weeks of washout period, Group B (intervention group) will go through the ER TB scenario with group discussion.
Other: Virtual Escape Room
To prepare health discipline students for effective interdisciplinary learning in a global learning environment, a novel pedagogical innovation is proposed in this project - using an interactive 'Escape Room ER' that encompasses situational and cultural awareness to enhance the delivery of appropriate prioritized care for community people in home setting. 'Escape room' is a game-based learning that shows evidence in motivating and engaging students in the learning process. The online rooms will be designed by the interdisciplinary teachers of involved institutions collaboratively, based on the concept of situational awareness that includes perception of the elements in the environment, comprehension of the situation, and projection of future status. To achieve the overall goal of developing prioritization skills and cultural competence skills of participating students, they will be empowered in mastering generative AI (ChatGPT) to acquire answers that pertain to specific scenarios.
Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R)
The SPICE-R instrument contains ten items and three factors dedicated to interprofessional teamwork and team-based practice (items 1, 5, 6, \& 8-10), roles/responsibilities for collaborative practice (items 2 \& 7), and patient outcomes from collaborative practice (items 3 \& 4). The SPICE-R instrument demonstrated reliability and construct validity. The instrument demonstrated validity according to multiple established criteria, and the composite reliability of the overall instrument (i.e., all ten items evaluated together) was high at 0.84.
Time frame: 2 months
Online Student Engagement questionnaire (OSE)
The questionnaire comprised four factors, namely skills engagement (e.g., taking good notes over readings), emotional engagement (e.g., finding ways to make the course interesting to me), participation engagement (e.g., participating actively in small group discussion forums), and performance engagement (e.g., getting a good grade). The Online Student Engagement (OSE) covered 19 items that measured students' behaviours, thoughts, or feelings regarding the online courses. The items were scored using a 5-point Likert scale. The OSE requires approximately 10-15 min to complete. The maximum possible engagement score was 95, and the maximum scores in the domains of skills engagement, emotional engagement, participation engagement and performance engagement were 30, 25, 30 and 10 respectively. A mean item score of ≥3.5 (total score of ≥66.5) represents a highly engaged student. The OSE exhibited face and concurrent validity and had a Cronbach's Alpha of 0.91.
Time frame: 2 months
Modified Cultural Awareness Scale (mCAS)
The mCAS is a four-factor measure of cultural awareness, and it possesses satisfactory internal consistency. The Cronbach's alpha value was 0.88 for the total scale and ranged from 0.7 ("cognitive awareness") to 0.9 ("general educational and research experience") for the four subscales. The four factors explained 43.4% of the total variance. All items had a factor loading \> 0.3. Factor 1, "general education and research experience," included 15 items and was the strongest factor (16.87% of the total variance). Factor 2, "behaviours/comfort with interactions," included eight items. Factor 3, "cognitive awareness," and factor 4, "clinical issues", included 7 and 5 items. Results support the use of the modified CAS as a generic tool to measure cultural awareness among students in higher education within the health and social care fields.
Time frame: 2 months
Technology-Enabled Active Learning (TEAL)
Students' perceptions of the technology-driven learning environment were measured using the TEAL instrument (Shroff et al., 2019). This validated survey assesses how students experience active learning when supported by technology. It focuses on four key dimensions: Interprofessional Teamwork (ITR), Prioritization (PRS), Intervention (INT), and Feedback (FEE). The total TEAL score provides a comprehensive view of the students' ability to collaborate and manage tasks effectively within a digital learning framework.
Time frame: 2 months
Plan to share: No
This study is completed, as verified in Mar 2025. You cannot join it, but the record below documents what was studied.
Get an email when the registry record changes — status, dates, results — or when someone posts here.
Sign in to followQuestions and observations about this study, from anyone following it. Not medical advice, and not a channel to the study team — their contact details are on the registry record.
Sign in to join the discussion. Reading takes no account; posting does. You choose a display name, and a pseudonym is the default.
Nothing here yet. If you are running this trial, taking part in it, or weighing whether to, this is the place to say so.
The University of Hong Kong