Digitalization Through The Use of RenPy-Based Interactive Learning Experiences in Physiotherapy and Rehabilitation Education: A Randomised, Controlled, Single-Blind Study

Background Advances in health professions education increasingly emphasize the use of digital technologies to enhance student engagement and support diverse learning needs. In physiotherapy training, particularly in technically complex subjects like electrotherapy, conventional instruction may fall short in fostering active learning and knowledge retention. Game-based platforms such as Ren’Py offer an opportunity to integrate interactive, scenario-based learning into the curriculum. This study aimed to assess the impact of Ren’Py-based digital materials on learning outcomes by comparing conventional, digital, and hybrid teaching models in an undergraduate electrotherapy course. Methods This single-blind, three-arm randomized controlled trial was conducted between October-December 2024 at the Department of Physiotherapy and Rehabilitation. Eighty second-year physiotherapy students who had not previously taken the course were randomly assigned via computerized sequence to one of three groups: Conventional Education Group (CEG, n = 23), Digital Education Group (DEG, n = 29), or Conventional and Digital Education Group (CaDEG, n = 28). Instructional delivery included theoretical and practical sessions, followed by theoretical and practical exams. Outcomes included exam scores (academic performance), the Cognitive Load Scale (cognitive effort), the Attitude Scale Towards the Physiotherapy Profession (attitude), and the Educational Materials Motivation Survey (motivation). Results Theoretical exam scores were similar across groups, while practical exam scores differed significantly (p < 0.05); both CEG and CaDEG outperformed DEG. No significant difference was found in ASTPP scores (p > 0.05). Cognitive load was significantly higher in the CEG group compared to DEG and CaDEG (p < 0.05). IMMS scores were significantly higher in the CaDEG group than in CEG (p < 0.05). Conclusion Face-to-face and hybrid models were more effective than digital-only instruction for developing practical skills in physiotherapy education. The hybrid model also reduced cognitive load and increased motivation. These findings suggest that integrating tools like Ren’Py into conventional instruction may enhance learning when used as a complement. Further studies with larger samples and extended durations are recommended. Trial registration Not applicable.