Effect of experiential learning based AI‑generated aging video simulation on knowledge, attitude and gerontophobia in nursing students

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BACKGROUND: With global ageing accelerating, nursing students’ knowledge and attitudes toward older adults’ influence care quality. We evaluated an experiential learning–based, AI-generated ageing video simulation aligned with Kolb’s cycle. DESIGN: One-group pretest–posttest quasi-experimental design with undergraduate nursing students at RAK College of Nursing (UAE). Gerontophobia paper Vancouver. METHODS: Students completed baseline measures, viewed an AI-generated ageing simulation embedded in Kolb’s stages (concrete experience; reflective observation/abstract conceptualization; active experimentation), and repeated measures immediately post-intervention. Outcomes: knowledge (Palmore Facts on Aging Quiz), attitudes (Kogan’s Attitudes Toward Old People), and gerontophobia (Anxiety about Aging Scale). Paired tests assessed pre/post differences; effect sizes (Cohen’s d_av; Hedges’ g) summarized magnitude. RESULTS: N = 107 (66.4% female, mostly 20–29 years). Knowledge increased 13.00 ± 3.00 → 22.18 ± 2.65 (p = 0.001; d = 3.25; g = 3.23). Attitudes improved 26.16 ± 6.38 → 33.17 ± 5.92 (p = 0.0002; d = 1.14; g = 1.13). Ageing-anxiety decreased 59.5 ± 16.2 → 50.3 ± 14.2 (p < 0.001; d = − 0.61; g = − 0.60). Directional sign indicates reduced anxiety. CONCLUSIONS: A brief, AI-generated simulation grounded in experiential learning substantially improved knowledge, attitudes, and reduced gerontophobia. Integrating such media into undergraduate curricula may strengthen gerontological competencies; longer follow-up and controlled comparisons are warranted.

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