[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"educational-interventions\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:educational-interventions":30},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,51,76],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":33,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":39,"lastUpdatePostDateStruct":40,"startDateStruct":43,"completionDateStruct":45,"leadSponsor":47,"locationsCount":50},"100589169","flipped-classroom-vs-flip-jigsaw-in-theoretical-physiotherapy-education-100589169",false,"NCT06950918","Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education","The Role of Flipped Classroom and Flip-Jigsaw in Theoretical Physiotherapy Education: A Comparison of Knowledge, Motivation and Engagement","Inclusion Criteria:\n\n* To be between the ages of 18-25\n* Volunteering to participate in the study\n* Taking the course for the first time\n* Having access to the Internet\n* Compulsory course attendance\n\nExclusion Criteria:\n\n* Being a minor student\n* Not being the first undergraduate education\n* To have previously attended courses, seminars, webinars, etc. related to public health\n* Participation in other pedagogical studies during the same academic term.\n* Failure to complete ≥1 assessment (pre-test, post-test, or surveys).",true,"ALL","18 Years","25 Years",{"count":21,"type":22},86,"ESTIMATED","INTERVENTIONAL",[25],"NA","Study Summary:\n\nThis quasi-experimental pre-test-post-test study aims to compare the effects of Flipped Classroom (FC) and Flip-Jigsaw instructional models on theoretical knowledge acquisition, academic motivation, and class engagement among 86 third-year physiotherapy undergraduates enrolled in a theory-based public health course.\n\nPrimary Questions:\n\nHow does the hybrid Flip-Jigsaw model impact learning and motivation outcomes compared to FC alone?\n\nDo FC and Flip-Jigsaw differ in enhancing theoretical knowledge, motivation, and participation?\n\nComparison: Researchers will compare the FC group (pre-class videos + in-class discussions) with the Flip-Jigsaw group (video-based pre-learning + structured peer teaching) to evaluate differences in outcomes.\n\nParticipant Tasks:\n\nAttend lectures and complete pre-\u002Fpost-knowledge tests.\n\nEngage in practical sessions (FC: group discussions; Flip-Jigsaw: peer-led jigsaw activities).\n\nComplete motivation surveys and participation assessments.\n\nSignificance: Addresses the gap in understanding Flip-Jigsaw's efficacy in physiotherapy education, despite prior reports on FC and Jigsaw's individual benefits.",[28,29,30,31,32],"Physiotherapy and Rehabilitation","Educational Technology","Educational Interventions","Students","Undergraduate Health Professional Students",[34,35,36,37],"Flipped Clasroom","Flip-J","Learning Model","Physiotherapy education","RECRUITING","2026-03-25",{"date":41,"type":42},"2026-03-31","ACTUAL",{"date":44,"type":42},"2025-05-10",{"date":46,"type":22},"2026-07-10",{"name":48,"class":49},"Isparta University of Applied Sciences","OTHER",1,{"id":52,"slug":53,"hasResults":11,"nctId":54,"briefTitle":55,"officialTitle":56,"acronym":4,"eligibilityCriteria":57,"healthyVolunteers":11,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":58,"targetDuration":4,"studyType":23,"phases":60,"briefSummary":61,"conditions":62,"keywords":4,"overallStatus":66,"whyStopped":4,"lastUpdateSubmitDate":67,"lastUpdatePostDateStruct":68,"startDateStruct":70,"completionDateStruct":72,"leadSponsor":74,"locationsCount":4},"100605760","metaverse-based-education-for-physiotherapy-and-rehabilitation-students-100605760","NCT07166705","Metaverse-Based Education for Physiotherapy and Rehabilitation Students","Investigating the Effects of the Metaverse-Based Education Model on Motivation and Academic Achievement in Physiotherapy and Rehabilitation Students: A Randomized Controlled Study","Inclusion Criteria:\n\n* Being an undergraduate student in the Department of Physiotherapy and Rehabilitation\n* Having basic anatomy knowledge\n* Having sufficient time and resources to participate in training and complete assessments\n* Being 18 years of age or older\n* Being a volunteer and providing written consent\n\nExclusion Criteria:\n\n* Having previously received comprehensive palpation training\n* Those at High Risk of Absence During Training\n* Participants who lack the necessary hardware and internet access, especially for online and metaverse groups",{"count":59,"type":22},48,[25],"In the modern era, university students, especially those from Generation Z, are true digital natives who have grown up with technology and embraced it wholeheartedly. This hyper-cognitive generation has different characteristics than their predecessors and emphasizes educational approaches integrated with innovative technologies over traditional methods. Rather than traditional classroom learning, Generation Z prefers to learn through various media, such as digital games, YouTube videos, and smart devices. Science and technology have made rapid and transformative progress in recent decades. One of these developments is the emergence of the metaverse, a rapidly expanding three-dimensional virtual space. Neal Stephenson coined the term \"metaverse\" in his 1992 science fiction novel Snow Crash, combining the words \"meta,\" meaning \"transcendence and virtuality,\" and \"verse,\" meaning \"world and universe.\" Enhanced by technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence, the metaverse creates a 3D virtual sphere where individuals from around the world can come together for shared social interactions. It also serves as an arena for users to participate in various social activities. In recent years, significant events such as the pandemic, conflicts, seismic activity, and climate change have led to disruptions in higher education in certain countries. Due to the pandemic, there has been a significant shift towards distance learning platforms, and students have been denied various opportunities. Distance learning is defined as \"an effective form of learning that is independent of time and place. It offers individuals the ability to conveniently configure and update educational materials electronically and integrate different technologies into the learning process. These technologies can be utilized 24\u002F7.\" The goal of distance education is to ensure continuity of education and increase learner satisfaction. Consequently, universities have adopted various distance learning models to address these challenges and promote their students' academic success. Using the metaverse in education is a significant application area and is widely anticipated to be very promising in the future.",[63,64,30,65],"Palpation Skills","Physical Therapy Education","Health Professions Education","NOT_YET_RECRUITING","2025-09-02",{"date":69,"type":42},"2025-09-10",{"date":71,"type":22},"2025-09-05",{"date":73,"type":22},"2025-09-26",{"name":75,"class":49},"Suleyman Demirel University",{"id":77,"slug":78,"hasResults":11,"nctId":79,"briefTitle":80,"officialTitle":81,"acronym":4,"eligibilityCriteria":82,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":83,"enrollmentInfo":84,"targetDuration":4,"studyType":23,"phases":86,"briefSummary":87,"conditions":88,"keywords":90,"overallStatus":66,"whyStopped":4,"lastUpdateSubmitDate":93,"lastUpdatePostDateStruct":94,"startDateStruct":96,"completionDateStruct":98,"leadSponsor":100,"locationsCount":4},"100567576","comparison-of-teaching-effectiveness-of-vr-video-and-written-materials-on-food-hygiene-and-equipment-safety-100567576","NCT06669988","Comparison of Teaching Effectiveness of VR, Video, and Written Materials on Food Hygiene and Equipment Safety","Comparison of the Teaching Effectiveness of VR, Videos, and Written Materials on Food Hygiene Safety and Equipment Operation","Inclusion Criteria:\n\n* native Chinese speakers\n* normal vision, hearing, and hand mobility\n\nExclusion Criteria:\n\n* in other VR-related studies\n* symptoms of dizziness when wearing a virtual reality headset\n* have taken courses in food service or food hygiene and safety","30 Years",{"count":85,"type":22},60,[25],"This study investigates the impact of virtual reality (VR) as an educational tool in the food industry, comparing it to traditional methods like videos and written materials in teaching hygiene and safety. VR offers immersive, realistic training that allows employees to simulate food-handling scenarios, including handwashing, hazard identification, and emergency responses, which may enhance engagement and effectiveness. The study aims to clarify the advantages and limitations of VR-based education against traditional approaches by assessing learning effectiveness, usefulness, playfulness, ease of use, and long-term knowledge retention.\n\nParticipants will be assigned to one of the three educational methods (VR, video, or written materials) and evaluated through pre-tests, post-tests, and follow-up assessments one month later. Non-parametric statistical analysis, specifically the Wilcoxon signed-rank test, will assess the effectiveness of each educational method based on test scores and satisfaction surveys.\n\nThe study will be conducted at Fu Jen Catholic University's Department of Nutrition, following ethical guidelines and informed consent protocols to protect participants' welfare and data privacy. Professional supervision and carefully maintained equipment will ensure a safe learning environment, with adverse reactions monitored and documented throughout.",[30,89],"Virtual Reality",[89,91,92],"education","hygiene safety in food service","2024-10-31",{"date":95,"type":42},"2024-11-01",{"date":97,"type":22},"2025-02-01",{"date":99,"type":22},"2026-08-31",{"name":101,"class":49},"Fu Jen Catholic University"]