This study surveyed 40 female Saudi students aged 21–23, who used digital technology for online learning. The majority (72.5%) felt that digital tools helped them learn more effectively, including video presentations, lectures, audio-visuals, game-based tools, and other digital resources. This aligns with a case study report in Sweden, where students found MathAid's information helpful and customizable. The interactive nature of digital boards makes learning more enjoyable and motivating. The majority of students preferred recorded presentations, game-based learning, and Padlet and Blackboard platforms. A quasi-experimental research by [40], also found that video-supported collaborative learning by design (VSC-LBD) in professional education and training led to superior performance compared to the control group. This study provides evidence supporting learning environments and offers practical guidance for educators on effectively using interactive video resources in a collaborative manner.
Figure 1 shows that the study has a significant percentage of participants achieved scores 7 and 8, with the highest percentage at score 10, which increased significantly from 20% in the pre-test to 45% in the post-test.
This study explores the perceptions of nursing students towards technological methods in classroom lessons, revealing that students generally feel positive about these tools and enjoy the numerous advantages they bring to their academic journey. The study found that students have been actively using these platforms, aligning with quantitative research on the correlation between engagement with social networking sites and academic motivation, particularly in English language learning [41]. The study also found that employing multiple digital platforms in the classroom can enhance student involvement and participation. This finding is consistent with qualitative research by [42, 43], which reported positive reception of mobile devices for accessing educational information through the Moodle application on digital platforms. Students exhibited favorable emotional responses, including feelings of delight, towards interactive activities, and the utilization of new tools, highlighting the emotional aspect of student involvement in mobile learning connected to the classroom.
Figure 2 shows the variation between pre-test and post-test values on Wordwall platform. Pre-test and post-test adjustments deviate from averages, indicating improvement in post-test with a large deviation.
Evi-Colombo, et al.’s (2023) study explores video-supported collaborative learning by design (VSC-LBD) in professional education and training [40]. The study involved 60 nursing students using a hyper video-producing tool to learn urinary catheter placement. The results showed superior performance in two VSC-LBD conditions, with the group with the highest level of co-regulatory processing episodes achieving the best outcomes. This empirical evidence supports the theoretical assumptions and offers practical guidance for educators. This study explores the perceptions of nursing students towards technological methods in classroom lessons, revealing that students generally feel positive about these tools. They enjoy the numerous advantages digital technology brings to their academic journey and have been actively using these platforms. This aligns with quantitative research by [44, 45], which have shown a correlation between students' engagement with social networking sites platforms and their academic motivation, particularly in English language learning. The study also demonstrates that employing multiple digital platforms in the classroom can enhance student involvement and participation. This is consistent with qualitative research by [42, 43], which found positive reactions towards mobile learning, interactive activities, and the use of new tools. The efficiency of digital learning platforms in determining nursing students' attitudes towards using multiple digital technologies for education is evident. Studies have shown that self-directed learning, and interactive elements improve students' retention of information and long-term knowledge retention. Digital tools also provide real-time feedback and personalized learning experiences, allowing students to track their progress and address any areas of weakness. The study suggests that nursing students are prepared to embrace the digital world in their education, with 85% of students reporting using digital tools in their coursework. Students feel more engaged and motivated when using digital tools, leading to improved academic performance.
In our study, the Wordwall Web, a gamification platform, has been found to significantly enhance engaging students in interactive and dynamic learning in pre- and post-test activities. This not only increases motivation and participation but also allows for personalized and self-paced learning experiences, as agreed with [46]. The platform provides a wide range of unique templates, such as word searches, quizzes, and true or false questions. We utilized the structured template, which we filled with ten questions from the class session in matching-up design. Our study, supported by another research study that empowers the incorporation of mobile devices into contemporary education, has garnered significant attention from educators and students aiming to enhance their English proficiency [47]. This aligns, in addition, with a study by the Malaysian government, which implements various programs to enhance the use and dissemination of information and communication technology (ICT) in education, and the Wordwall gamification platform is one example of how ICT is being utilized in Malaysian classrooms and can be utilized in different landscapes. All agreed that it allows teachers to create interactive and engaging motivational learning activities, such as quizzes and puzzles, which can help students develop critical thinking and problem-solving skills since they relate to the learning outcomes. The integration of the Wordwall Web gamification platform into the classroom has been shown to have a positive impact on student engagement and motivation, as supported by previous research studies [46, 47].
In addition, our study explored the students' learning outcomes using the Wordwall platform. Figures (3) The overall experiences of participants related to the Wordwall game. The game test had high mean scores, indicating that participants held a favorable view of the game's impact on their learning. The study supports the correlation between the Wordwall platform game tests administered as a pre-test and post-test, with the majority of participants revealing a strong agreement that the Wordwall game elicits feelings of happiness, enhances motivation, and fosters constructive learning encounters. This agrees with the other research by [48], which states that the Wordwall platform game has the potential to transform traditional learning paradigms and enhance the efficacy of educational interventions. The interactive nature of the game allows students to actively participate in their own learning process, making it more enjoyable and memorable. The competitive aspect of the game motivates students to strive for improvement and achieve better results. In conclusion, the Wordwall gamification platform has the potential to transform traditional pedagogical approaches and enhance educational achievements.
Figure (4) The overall result of the recorded lecture presentation as valuable method for student’s engagement. The study highlights the Padlet platform as a decisive component in supporting collaborative and interactive learning. It highlights the platform's benefits in facilitating active participation, knowledge sharing, and positive interaction between students, which is in line with [12]. The study also examines students' attitudes towards using the Padlet platform for recorded lecture presentations, finding that they are well-received and positively impact their learning experience. Padlet-based active learning significantly increases students' participation in connected classrooms through methodically recorded and documented lectures followed by collaborative group discussions. Traditional classrooms require different approaches to creating an optimal learning environment due to differences in technology use, content development, learning evaluation, student engagement, student heterogeneity, and pedagogical strategies. The research findings agree with the study that participants are overwhelmingly satisfied with the Padlet platform's contributions to recorded lecture presentations, students' engagement, and their learning experience [49]. The platform's positive reception may stem from its ability to facilitate communication, collaboration, and information organization. Aligned with a case study published by [50] in the International Journal of Innovative and Computing, it examined enhancing classroom engagement through Padlet as a learning tool. Factors like motivation, active learning, cooperation, learning opportunity, usefulness, ease of use, and satisfaction were used to quantify students' involvement. Furthermore, this finding is supported by [51]. A descriptive quantitative study found that the integration of Padlet in collaborative writing activities can effectively enhance students' writing proficiency and foster positive attitudes towards writing. In conclusion, the Padlet platform plays a significant role in promoting collaborative and interactive learning experiences in language learning classrooms.
Figure (5) The overall results related to using Padlet valuable as a method for communication and collaboration in learning. The study aimed to improve nursing students' learning experience by using technology tools like Padlet to present content in small, interactive groups. The content was multimedia-enhanced with video clips, pictures, animations, and sound, triggering motivation to learn. The study also provided activities, instructions, immediate feedback, and reinforcement. Digital technologies-connected classrooms offer self-assessment, which positively impacts interaction and knowledge acquisition levels. Recent studies have shown that social media video platform usage, such as YouTube and medical science platforms, can improve academic motivation for learning English as a second language [45]. The study found that nursing students held positive perceptions of the effectiveness of five social media videos in education. This is supported by another study by [52], which emphasizes the potential utilization of medical sciences and approved social media videos with integrated technologies to improve the performance and engagement of ESL students. Understanding this effect can open up new opportunities for educators and policymakers to maximize the advantages of social media in nursing education. Figures (6) The Overall results related to the students’ response toward the use of videos in nursing education. ,the results emphasize the value of social media videos and visual simulation in improving learning experiences and supporting the simplicity of complex classes. The participants hold the belief that videos improve retention, clarify knowledge, and offer a pleasurable educational environment.
Figure (7) Overall students' attitudes toward using technologies in the connected classroom. These findings benefit educators, curriculum developers, and institutions. Recognizing the favorable perceives and benefits of technological innovations in the linked classroom helps educators consider how to integrate them into nursing education. Educational professionals can also use different mixed technological tools to improve student comprehension and engagement.
I. Student’s response toward using the multiple technological methods for improvement students’ engagements: (narrative inputs)
This study reveals a favorable perspective from nursing students towards the integration of digital technology in their learning processes. The use of digital platforms has proven effective in enhancing collaborative learning, boosting motivation, and developing performance skills. Students actively engaged with these platforms throughout the course, providing valuable input and responses, which was facilitated by group projects and technological applications. The digital teaching methodologies adopted fostered a conducive learning environment, evoking positive emotions and behaviors among students. By dissecting content into manageable units for discussion on these platforms, students could better comprehend and engage with class material, thereby strengthening interpersonal and content-related connections. Our findings align with [53], underscoring that such technologies promote a collaborative and inclusive learning environment. The use of platforms like social media, Padlet, and Wordwall gamification elicited positive perceptions, resulting in high engagement levels. The study's discourse revolved around interactive learning and perceptions, aiming to bridge theoretical knowledge and practical application under the instructor's supervision. A digital media survey, akin to the approach by[54], was conducted to assess the current training and content provided by health institutions. Critical thinking skills were cultivated through the use of Padlet and Wordwall, with students sharing diverse nursing experiences. The effectiveness of collaboration and communication was evident, and the use of Wordwall.net significantly impacted learning scores and engagement. Through the use of visual aids and clear articulation, comprehension was improved. Dynamic communication between students and instructors, facilitated through recorded presentations on Padlet, board discussions, and social media, led to effective participation and a productive learning environment. This aligns with the findings of [12, 55], emphasizing the importance of facilitation of teacher-student engagement. Overall, the study found a positive reception towards various of mixed technological tools, including recorded videos and Padlet and Wordwall platforms, as agreed with [56]. The level of student engagement served as an indicator of their commitment to their educational journey.
II: The students’ preferences and concerns: The students’ opinions towards these multiple technological methods:
The study aimed to understand nursing students' perceptions of various technological methods in a classroom lesson, and to evaluate the impact of technology on student engagement, and satisfaction. Students also demonstrated their understanding through Padlet platforms, engaging in collaborative learning and discussing digital technologies in nursing. The study found that students appreciated the benefits of recorded presentations, social media videos, Padlet, and Wordwall platforms, recognizing them as valuable tools for enhancing their understanding of nursing lessons.
The preferred technological methods and students’ opinions:
The study explores the use of digital technologies in connected classrooms, including Padlet platform, Wordwall, and recorded presentations, as an educational tool. The majority of participants (72.5%) reported that digital technologies advanced knowledge acquisition in online learning environments. This result similar with [40], who reported that the preferred digital tools was video presentations, audio-visuals, game-based tools, and other digital resources. Most preferred recorded presentations for their ease of conveying information and creating an interactive atmosphere. Game-based learning was preferred for its ability to reawaken students' interest in lectures and help them graduate with high qualifications. Also they mentioned that Padlet platforms were preferred for their flexibility and accessibility, which alien with [53].
The majority of participants (62.5%) reported benefits such as personal connections with peers and instructors, the ability to upload images, videos, and record audios, and the ability to re-remember and re-express information. However, nearly half of the participants (55%) reported disadvantages, such as distracting students with extracurricular games, long internet connections, and the need for all students to be online simultaneously. Financial concerns were also raised, as digital technologies require new devices, more applications, and more money than traditional learning methods, which alien with [40, 57]. To ensure effective use of digital technologies, efficient monitoring and guidance strategies should be implemented, and alternative offline activities should be provided for students who may face internet connectivity issues. The study concludes that while digital technologies offer numerous advantages, they also present challenges and challenges in the traditional teaching and learning process. Therefore, it is crucial to adapt and adapt to these changes in education.
Implications of the Study
Implications of using mixed and diverse digital technologies in a connected classroom for nursing education in order to promote nursing students' learning are huge. First of all, students can benefit from realistic and interactive learning experiences when a variety aimful of digital tools are used, such as virtual simulations and online learning platforms. This can help them comprehend difficult nursing classes better and develop their clinical decision-making abilities. Furthermore, students may collaborate and communicate more easily when digital tools are used. This enables them to participate in peer-to-peer learning and share insightful ideas. Furthermore, by giving students access to simulated patient situations and case studies, digital technology can aid in closing the gap between academic understanding and practical application. Incorporating a variety of digital technologies into a connected classroom can also help nursing students get ready for the technological advances they will face in the workplace by giving them the tools they need to succeed in a rapidly changing healthcare environment. Lastly, the use of boards can serve as visual aids and help organize information in a clear and concise manner. It provides a platform for displaying and presenting information in a visually appealing way. Overall, these tools and platforms offer various benefits for both students and educators, enhancing the learning experience and promoting active participation.
Limitations
This pilot study has limitations, including context specificity, restricted gender diversity, short-term impact, and the absence of a control group. The study's emphasis on short-term results may not fully reflect the long-lasting impacts of interventions such as Wordwall games or Padlet platforms, and the absence of a control group limits the ability to isolate the effects of the interventions from other factors influencing participants' performance. Addressing these limitations would contribute to a more comprehensive understanding of interventions' impact and broader educational implications. However, the findings are based on a specific sample from only female students and require further research of large group from both gender.