An interventional study of Jigsaw Cooperative Learning and Kahoot-Based Audience Response System in Nursing Education, sponsored by Bilecik Seyh Edebali Universitesi. Not yet recruiting. Open to participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-21.
Sponsored by Bilecik Seyh Edebali Universitesi · Not applicable, Interventional, and Other
This study aims to compare the effects of the Jigsaw cooperative learning method and a Kahoot-based Audience Response System on nursing students' achievement in interpreting arterial blood gas results and determining priority nursing approaches. The study will be conducted with second-year nursing students enrolled in the Internal Medicine Nursing course. Students who are repeating the course will not be included.
The study will use a two-group pretest, posttest, and follow-up design. The existing A and B laboratory groups will constitute the study groups. After completion of the baseline assessments, a draw will be used to determine which laboratory group receives the Jigsaw method and which receives the Audience Response System method.
Both groups will receive education with the same learning objectives, subject content, educational materials, clinical cases, instructor, and total instructional duration. The
This educational intervention study will be conducted with approximately 110 second-year nursing students enrolled in the Internal Medicine Nursing course. Eligible students who voluntarily agree to participate will complete a Student Descriptive Information Form and the Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test before the educational interventions.
The students are routinely divided into two existing laboratory groups, A and B, according to the course schedule. After the baseline assessments are completed, a draw will determine which laboratory group receives the Jigsaw cooperative learning intervention and which receives the Kahoot-based Audience Response System intervention. The educational sessions will be conducted by the same instructor on the same day in consecutive sessions, with a standardized break between sessions.
In the Jigsaw group, students will first receive information about the Jigsaw cooperative learning method. They will then be divided into heterogeneous groups and assigned to study specific topics, including metabolic acidosis, metabolic alkalosis, respiratory acidosis, respiratory alkalosis, and mixed acid-base disorders. Students assigned to the same topic will form expert groups, discuss the topic, and prepare a common report. They will subsequently return to their original Jigsaw groups and teach the information they learned to their group members.
In the Audience Response System group, the educational content will be divided into smaller topics and concepts. Following the instructor's explanation of each topic, students will answer multiple-choice questions in real time using the Kahoot platform on their smartphones, tablets, or computers. The response distribution will be displayed after each question. The instructor will explain the correct answer, discuss its rationale, and address misunderstandings before proceeding to the next topic.
Both groups will receive education based on the same learning objectives, content, educational materials, clinical cases, number and difficulty of cases, and total instructional duration. Students will complete the knowledge test immediately after the educational intervention and again eight weeks later to evaluate knowledge retention. The primary outcome will be the total score obtained from the Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test.
Bilecik Seyh Edebali Universitesi is the lead sponsor of 62 studies on the registry; 27 are open to participants now.
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Go through the criteria one by one — yes, no or not sure — and take the list to your doctor or the study team. Kept in this browser only.
Being enrolled as a second-year student in the nursing undergraduate program.
Taking the Internal Medicine Nursing course for the first time during the study period.
Being assigned to one of the existing A or B laboratory groups within the regular course schedule.
Volunteering to participate in the study and providing written .
Agreeing to participate in the scheduled educational sessions and assessments.
Exclusion Criteria:
Repeating or retaking the Internal Medicine Nursing course.
Declining to participate in the study or withdrawing consent at any stage.
Underlined terms in the criteria open these too. Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Informed consent
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
Participants in this arm will receive arterial blood gas interpretation and priority nursing care education using the Jigsaw cooperative learning method.
Behavioral: Jigsaw Cooperative Learning
Behavioral: Kahoot-Based Audience Response System
Participants will receive education on arterial blood gas interpretation and priority nursing care using the Jigsaw cooperative learning method. Students will be assigned one of five subtopics: metabolic acidosis, metabolic alkalosis, respiratory acidosis, respiratory alkalosis, or mixed acid-base disorders. Students responsible for the same subtopic will meet in expert groups to discuss the content and prepare a common report. They will then return to their original heterogeneous groups and teach their assigned content to their peers. The intervention will follow a standardized education plan.
articipants will receive education on arterial blood gas interpretation and priority nursing care using a Kahoot-based audience response system. The educational content will be divided into smaller topics and concepts. Following each instructional segment, students will answer multiple-choice questions in real time using their own electronic devices. The overall response distribution will be displayed, and the instructor will explain the correct answer, discuss its rationale, and clarify any misconceptions before proceeding to the next topic. The intervention will follow a standardized education plan.
Change in Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test Score
he outcome will be assessed using a 20-item, five-option multiple-choice knowledge test developed to evaluate students' ability to interpret arterial blood gas results and determine priority nursing approaches. Each correct answer will be scored as 1, and each incorrect or unanswered item as 0. Total scores range from 0 to 20, with higher scores indicating greater knowledge and achievement. The change from baseline to the immediate post-intervention assessment will be compared between the two groups.
Time frame: Baseline and immediately after completion of the educational intervention
Retention of Arterial Blood Gas Interpretation and Priority Nursing Approach Knowledge Test Score
Knowledge retention will be assessed using the same 20-item, five-option multiple-choice knowledge test administered immediately after the educational intervention and again at the 8-week follow-up. Each correct answer will be scored as 1, and each incorrect or unanswered item as 0. Total scores range from 0 to 20, with higher scores indicating greater knowledge retention. The change in scores from the immediate post-intervention assessment to the 8-week follow-up will be compared between the two groups.
Time frame: Immediately after the educational intervention and at the 8-week follow-up
No study locations are listed for this record.
Start is estimated for Oct 2026; primary completion for Dec 2026, 2 months later.
How these figures are worked out, and which studies are left out of them.
From the registry record's own update history. This site started tracking changes on Sep 25, 2026; for anything earlier, see the record history on ClinicalTrials.gov ↗
This study is not yet recruiting, as verified in Oct 2026. You cannot join it, but the record below documents what was studied.
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