Effect of gamified flipped classroom on improving nursing students’ skills competency and learning motivation: a randomized controlled trial

Table 2 Repeated-measures analysis of variance of skills performance, confidence, knowledge, and intensity of preparation among both groups throughout the study (n = 64 in each group)

Variables	Time	Means ± SD		F	df	P^*	η_p²
Variables	Time	Study N = 64	Control N = 64	F	df	P^*	η_p²
Skills performance	T0	81.2 ± 7.9	79.9 ± 8.8	0.929	2.252	0.396	0.007
	T1	82.1 ± 8.2	79.8 ± 9.4	1.972	1.126	0.163	0.015
	T2	82.5 ± 7.5	80.1 ± 10.3	0.614	2.252	0.542	0.005
Skills Confidence	T0	19.7 ± 2.9	19.2 ± 3	12.9	1.817	< 0.001^B,C	0.093
	T1	20.6 ± 2.2	19.5 ± 3	5.496	1	0.021^B	0.042
	T2	21.1 ± 2	19.7 ± 3.1	3.418	1.817	0.039^C	0.026
Skills Knowledge	T0	80.9 ± 9.7	79.9 ± 7.5	24.436	1.713	< 0.001^A,B	0.162
	T1	86.1 ± 8.8	80.4 ± 6.7	17.264	1	< 0.001^A,C	0.121
	T2	89.1 ± 7.1	81.2 ± 7.9	12.962	1.713	< 0.001^B,C	0.093
Intensity of preparation	T0	2 ± 1.2	1.8 ± 1	30.97	2	< 0.001^A,B	0.197
	T1	2.8 ± 1.2	1.9 ± 0.9	33.43	1	< 0.001^A,C	0.21
	T2	3.6 ± 1.4	2 ± 1.2	18.04	2	< 0.001^B,C	0.125

SD standard deviation, T0 pre-test, time effect, T1 1st post-test, group effect, T2 2nd post-test, time*group effect, * one-tail significance test
^{A, B,C}significant differences between the corresponding groups by Bonferroni post hoc multiple comparisons

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