CONCEPT MAPPİNG AND GAMİFİCATİON İN ARTERİAL BLOOD GAS ANALYSİS EDUCATİON

Summary

Arterial blood gas (ABG) analysis is an essential clinical competency that requires students to integrate knowledge of acid-base balance, oxygenation, and ventilation with clinical reasoning. Although various student-centered educational approaches have been used in ABG education, evidence regarding their effects on higher-order learning outcomes such as clinical scenario interpretation, problem-solving, decision-making, and learning retention remains limited.

This randomized controlled trial aims to evaluate the effectiveness of an interactive teaching approach integrating concept mapping and gamification for teaching arterial blood gas analysis to first-year anesthesia students. Participants will be randomly assigned to either an intervention group or a control group. Both groups will receive four weekly educational sessions with identical learning objectives and instructional content. The control group will receive traditional lecture-based instruction supported by question-and-answer activities and written course materials. The intervention group will receive an interactive educational program integrating concept mapping, clinical case analysis, Wordwall activities, Kahoot quizzes, and gamification elements including points, digital badges, and a leaderboard.

The primary outcome is conceptual knowledge of arterial blood gas analysis. Secondary outcomes include clinical scenario interpretation skills, problem-solving skills, and clinical decision-making tendencies. Outcomes will be assessed at baseline, immediately after completion of the four-week educational program, and three months after the intervention to evaluate learning retention.

Conditions

• Arterial Blood Gas Analysis Education

Interventions

BEHAVIORAL

Concept Mapping and Gamification-Based Education

This behavioral intervention consisted of a four-week educational program delivered in four weekly 90-minute sessions. The program integrated concept mapping and gamification to teach arterial blood gas (ABG) analysis. Students participated in concept mapping activities developed using CmapTools, clinical case analyses conducted in small groups, interactive learning activities using the Wordwall platform, and weekly Kahoot quizzes aligned with the learning objectives. Gamification elements included points, digital badges, and a leaderboard to encourage active participation and learning motivation. All sessions were delivered by the same instructor according to a standardized educational protocol.

BEHAVIORAL

Traditional Education

Traditional arterial blood gas analysis education will be delivered over four weeks through lectures, slide presentations, and written educational materials. The content will include arterial blood gas physiology, oxygenation and ventilation parameters, acid-base balance, preanalytical processes, and basic clinical case examples.

Sponsors & Collaborators

• Cemile Nida Kayış

  lead OTHER

Study Design

Allocation

RANDOMIZED

Purpose

HEALTH_SERVICES_RESEARCH

Masking

SINGLE

Model

PARALLEL

Eligibility

Min Age

18 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2026-01-01

Primary Completion

2026-05-21

Completion

2026-05-21

Countries

• Turkey (Türkiye)

Study Locations