Ignite Creation Date:
2024-10-26 @ 3:43 PM
Last Modification Date:
2024-10-26 @ 3:43 PM
Study NCT ID:
NCT06645483
Status:
NOT_YET_RECRUITING
Last Update Posted:
None
First Post:
2024-09-20
Brief Title:
ChatGPT Contribute to the Development of Psychological Preparedness and Disaster Risk Perception
Sponsor:
None
Organization:
None
Study Overview
Official Title:
How Does ChatGPT Contribute to Improving University Students Psychological Preparedness for Natural Disasters and Perceived Disaster Risk a Randomized Controlled Trial
Status:
NOT_YET_RECRUITING
Status Verified Date:
2024-10
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The study aims to contribute to the design of new approaches in enhancing disaster risk perception and the improvement of intervention strategies in this field by identifying the different levels of psychological preparedness among individuals
Type Location and Time of the Study
This study is a randomized controlled trial that will be conducted prospectively in a cross-sectional design It will take place at Kütahya Health Sciences University Simav Vocational School of Health Services during the Fall semester of the 2024-2025 academic year involving students enrolled in the Emergency and Disaster Management courses
Population and Sample The population of this study will consist of second-year students enrolled in the Fall semester of the 2024-2025 academic year at Kütahya University of Health Sciences Simav Vocational School of Health Services httpsoidbksbuedutrindexsayfa10106ocak-2024 The Emergency and Disaster Management course is offered as an elective for all second-year students across the departments of Simav Vocational School of Health Services The course is taught in two separate sections Sections A and B by Lecturer Dr Nahsan KAYA
The sample size of the study based on the power analysis conducted using the GPower software will consist of 72 students with 36 students in each group assuming 80 power a 005 margin of error and a 11 randomization ratio
Branch A and Branch B will be randomly assigned as the experimental and control groups via a draw conducted through the randomizerorg website At the beginning of the study a pre-test will be administered to both groups The lessons for the experimental group will be conducted using ChatGPT during the first two weeks while the control group will receive instruction through the traditional teaching method presentation-based instruction At the end of the two weeks a post-test will be administered to both groups To ensure that the students receive the same course under the same conditions and opportunities the teaching methods will be crossed between the groups during the following two weeks with the experimental group receiving traditional education and the control group being taught with ChatGPT At the end of the total four-week implementation a follow-up test will be administered to both groups
Type Location and Time of the Study
This study is a randomized controlled trial that will be conducted prospectively in a cross-sectional design It will take place at Kütahya Health Sciences University Simav Vocational School of Health Services during the Fall semester of the 2024-2025 academic year involving students enrolled in the Emergency and Disaster Management courses
Population and Sample The population of this study will consist of second-year students enrolled in the Fall semester of the 2024-2025 academic year at Kütahya University of Health Sciences Simav Vocational School of Health Services httpsoidbksbuedutrindexsayfa10106ocak-2024 The Emergency and Disaster Management course is offered as an elective for all second-year students across the departments of Simav Vocational School of Health Services The course is taught in two separate sections Sections A and B by Lecturer Dr Nahsan KAYA
The sample size of the study based on the power analysis conducted using the GPower software will consist of 72 students with 36 students in each group assuming 80 power a 005 margin of error and a 11 randomization ratio
Branch A and Branch B will be randomly assigned as the experimental and control groups via a draw conducted through the randomizerorg website At the beginning of the study a pre-test will be administered to both groups The lessons for the experimental group will be conducted using ChatGPT during the first two weeks while the control group will receive instruction through the traditional teaching method presentation-based instruction At the end of the two weeks a post-test will be administered to both groups To ensure that the students receive the same course under the same conditions and opportunities the teaching methods will be crossed between the groups during the following two weeks with the experimental group receiving traditional education and the control group being taught with ChatGPT At the end of the total four-week implementation a follow-up test will be administered to both groups
Detailed Description:
H1 The psychological preparedness levels of university students in the experimental group for natural disasters will be higher in the assessment conducted in the second week compared to the baseline assessment
H1 The psychological preparedness levels of university students in the experimental group for natural disasters will be higher in the second-week assessment compared to the students in the control group
H1 The psychological preparedness levels of university students in the control group for natural disasters will be higher in the assessment conducted in the fourth week compared to the baseline and second-week assessments
H1 The disaster risk perceptions of university students in the experimental group will be higher in the assessment conducted in the second week compared to the baseline assessment
H1 The disaster risk perceptions of university students in the experimental group will be higher in the second-week assessment compared to the students in the control group
H1 The disaster risk perceptions of university students in the control group will be higher in the assessment conducted in the fourth week compared to the baseline and second-week assessments
Data Collection Tools
Socio-demographic Characteristics and Introduction Information Form It consists of a total of 12 questions prepared by the researchers in line with the purposes of the study Questions 10 11 and 12 will be answered by students using ChatCPT under the guidance of an instructor in the Emergency and Disaster Management course
Psychological Preparedness for Disaster Threat Scale The Turkish validity and reliability study of the scale developed by Zulch 2019 regarding psychological preparedness for disasters in Northern Australian communities was conducted by Türkdoğan-Görgün Koçak-Şen and McLennan 2023 The scale consists of a total of 21 items under 3 sub-dimensions External Situational Environment Knowledge and Management Management of the Persons Emotional and Psychological Response and Management of the Persons Social Environment Each item in the scale is evaluated with a 4-point Likert-type rating as 1- Strongly Disagree 4- Strongly Agree A minimum of 21 and a maximum of 84 points can be obtained from the scale The Cronbach Alpha coefficient for the sub-dimensions and the overall scale are 091 093 083 and 095 respectively Türkdoğan-Görgün Koçak-Şen McLennan 2023
University Students Disaster Risk Perception Scale Developed by Mızrak and Aslan 2020 to assess the disaster risk perception of university students The scale consists of 19 items in total under 4 sub-dimensions named Exposure Anxiety Impact and Unmanageability Each item in the scale is evaluated with a 5-point Likert-type rating as 1- Strongly Disagree and 5- Strongly Agree A minimum of 19 and a maximum of 95 points can be obtained from the scale Cronbach Alpha reliability coefficients for the sub-dimensions of the scale are 089 089 088 and 078 respectively Mızrak Aslan 2020
Mızrak S Aslan R 2020 Disaster risk perception of university students Risk Hazards Crisis in Public Policy 114 411-433 httpsdoiorg101002rhc312202
Türkdoğan-Görgün C Koçak-Şen İ McLennan J 2023 The validity and reliability of the Turkish version of the Psychological Preparedness for Disaster Threat Scale Nat Hazards httpsdoiorg101007s11069-023-06006-w
H1 The psychological preparedness levels of university students in the experimental group for natural disasters will be higher in the second-week assessment compared to the students in the control group
H1 The psychological preparedness levels of university students in the control group for natural disasters will be higher in the assessment conducted in the fourth week compared to the baseline and second-week assessments
H1 The disaster risk perceptions of university students in the experimental group will be higher in the assessment conducted in the second week compared to the baseline assessment
H1 The disaster risk perceptions of university students in the experimental group will be higher in the second-week assessment compared to the students in the control group
H1 The disaster risk perceptions of university students in the control group will be higher in the assessment conducted in the fourth week compared to the baseline and second-week assessments
Data Collection Tools
Socio-demographic Characteristics and Introduction Information Form It consists of a total of 12 questions prepared by the researchers in line with the purposes of the study Questions 10 11 and 12 will be answered by students using ChatCPT under the guidance of an instructor in the Emergency and Disaster Management course
Psychological Preparedness for Disaster Threat Scale The Turkish validity and reliability study of the scale developed by Zulch 2019 regarding psychological preparedness for disasters in Northern Australian communities was conducted by Türkdoğan-Görgün Koçak-Şen and McLennan 2023 The scale consists of a total of 21 items under 3 sub-dimensions External Situational Environment Knowledge and Management Management of the Persons Emotional and Psychological Response and Management of the Persons Social Environment Each item in the scale is evaluated with a 4-point Likert-type rating as 1- Strongly Disagree 4- Strongly Agree A minimum of 21 and a maximum of 84 points can be obtained from the scale The Cronbach Alpha coefficient for the sub-dimensions and the overall scale are 091 093 083 and 095 respectively Türkdoğan-Görgün Koçak-Şen McLennan 2023
University Students Disaster Risk Perception Scale Developed by Mızrak and Aslan 2020 to assess the disaster risk perception of university students The scale consists of 19 items in total under 4 sub-dimensions named Exposure Anxiety Impact and Unmanageability Each item in the scale is evaluated with a 5-point Likert-type rating as 1- Strongly Disagree and 5- Strongly Agree A minimum of 19 and a maximum of 95 points can be obtained from the scale Cronbach Alpha reliability coefficients for the sub-dimensions of the scale are 089 089 088 and 078 respectively Mızrak Aslan 2020
Mızrak S Aslan R 2020 Disaster risk perception of university students Risk Hazards Crisis in Public Policy 114 411-433 httpsdoiorg101002rhc312202
Türkdoğan-Görgün C Koçak-Şen İ McLennan J 2023 The validity and reliability of the Turkish version of the Psychological Preparedness for Disaster Threat Scale Nat Hazards httpsdoiorg101007s11069-023-06006-w
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None