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

## TL;DR

An AI-generated aging video improved nursing students' knowledge, attitudes, and reduced fear of aging, suggesting potential for educational use.

## Contribution

An AI-based simulation using experiential learning significantly enhanced gerontological knowledge and reduced gerontophobia in nursing students.

## Key findings

- Knowledge scores increased significantly (p=0.001) after the AI simulation.
- Attitudes toward older adults improved with a large effect size (d=1.14).
- Anxiety about aging decreased significantly (p<0.001) following the intervention.

## Abstract

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.

One-group pretest–posttest quasi-experimental design with undergraduate nursing students at RAK College of Nursing (UAE). Gerontophobia paper Vancouver.

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.

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.

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.