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Gamification in Asynchronous Faculty Development

NCT07788183 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 73

Last updated 2026-08-26

No results posted yet for this study

Summary

TEACH\_UP is a parallel-group randomized trial that evaluated whether adding a gamified design layer to a content-equivalent asynchronous faculty development course improved teaching self-efficacy, teaching orientation, engagement, course participation, and early teaching performance among medical educators at the University of Pécs Medical School. Participants were allocated to a gamified Moodle course or a standard Moodle course containing the same modules, learning objectives, assessments, and feedback. The gamified version added map-based progression, conditional release, experience points, badges, progress visibility, and a leaderboard. Outcomes included pre-post teaching self-efficacy and teaching orientation, post-course engagement, Moodle analytics, course performance, microteaching ratings, and a protocol-specified three-month follow-up survey.

Conditions

  • Medical Education
  • Faculty Development

Interventions

BEHAVIORAL

Gamified Asynchronous Faculty Development Course

A 10-module, self-paced faculty development course delivered through the institutional Moodle platform. Each module included interactive H5P content, a discussion activity, a short formative quiz with automated feedback, and a module-related video. The course incorporated a map-based progression pathway, sequential and conditional activity release, experience points, badges, visible progress indicators, and leaderboard functionality. Selected supplementary materials were unlocked according to predefined quiz-performance criteria. The course concluded with a cumulative knowledge assessment and a synchronous microteaching activity. Its learning objectives, substantive content, assessments, and feedback were identical to those of the standard course.

BEHAVIORAL

Standard Asynchronous Faculty Development Course

A matched 10-module, self-paced faculty development course delivered through the institutional Moodle platform. It contained the same learning objectives, substantive content, H5P activities, discussions, videos, formative quizzes, automated feedback, cumulative knowledge assessment, and synchronous microteaching activity as the gamified course. The modules were presented through a conventional Moodle interface without map-based progression, experience points, badges, progress indicators, leaderboard functionality, or performance-dependent gamified unlocking. Supplementary materials became available after completion of the relevant quiz regardless of the participant's score.

Sponsors & Collaborators

  • University of Pecs

    lead OTHER

Study Design

Allocation
RANDOMIZED
Purpose
OTHER
Masking
SINGLE
Model
PARALLEL

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2025-09-01
Primary Completion
2025-11-28
Completion
2026-02-23

Countries

  • Hungary

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT07788183 on ClinicalTrials.gov