Using Digital Technologies to Promote Nursing Students' Learning in the Connected Classroom

Using Digital Technologies to Promote Nursing Students' Learning in the Connected Classroom | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Using Digital Technologies to Promote Nursing Students' Learning in the Connected Classroom Hameeda Matooq Aljanabi, Safia Belal, Benjamin Joel Breboneria, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4289285/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Digital technologies are becoming increasingly important in nursing education, and their impact on student learning must be explored. Technology improves nursing education and prepares students for the constantly changing healthcare business. Aim The study aims to explore the potential use of digital technologies in promoting nursing student engagement, and improving learning outcomes. Design A mixed method of quasi-experimental design and narrative input design, were used to achieve the study aim and objectives. Sample A convenient sampling was used to collect all available student nurses who were in the six-level of undergraduate nursing program. Data Collection A Quantitative data was analyzed using SPSS, and qualitative data was summarized using coded and categorized inputs. Result The Word wall game, Padlet platform, and student feedback on digital technologies were positive. Conclusion These tools were perceived as helpful, effective, and beneficial for enhancing the learning processes and experience, increasing motivation, and facilitating communication and collaboration. Connected Classroom Digital Technologies Learning Experiences Nursing Student Online Teaching Platforms. Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Introduction Digital technologies have significantly impacted nursing education by making learning materials and resources more accessible through devices like mobiles and laptops [ 1 ]. The concept of the connected classroom has gained attention, providing a physical and virtual space for students and faculty to access educational resources and engage with faculty and classmates. Digital technologies have been shown to improve students' learning and academic achievement [ 2 ]. This pilot study aimed to explore the impact of digital technologies on nursing students' learning experiences and their potential to enhance nursing education and academic success [ 3 ]. The integration of digital technologies also addresses the diverse learning styles and preferences of nursing students. By incorporating multimedia resources such as videos, simulations, and interactive modules, educators can provide a multi-sensory learning experience [ 4 , 5 ]. Visual and auditory cues enhance comprehension and retention of complex concepts, catering to students with varied learning modalities. Additionally, digital platforms enable the customization of content to meet every student's requirements, promising each student to advance at their pace [ 6 , 7 ]. In the context of nursing, digital technologies have proven to be instrumental in promoting evidence-based practice. Access to current and relevant nursing information is facilitated through social media platforms, professional organizations, and reputable healthcare institutions [ 8 ]. Students can follow influential nursing leaders, engage with cutting-edge research, and stay abreast of industry trends. This exposure to diverse perspectives and up-to-date research fosters a culture of evidence-based practice among nursing students, equipping them with the tools to make informed clinical decisions [ 7 , 9 ]. Padlet is a valuable platform for nursing education, promoting clinical reasoning and reflective practice. It allows students to document their experiences, encouraging self-awareness and critical thinking. Padlet also allows educators to personalize the learning experience by tailoring content to students' specific needs and interests. Its ability to integrate multimedia elements enhances comprehension and retention. [ 10 , 11 ]. The Padlet platform's integration in nursing education within the connected classroom setting is a significant step towards fostering engaging, collaborative, and personalized learning experiences. Its versatility allows for asynchronous learning, encourages active participation, and encourages critical thinking. Padlet's intuitive interface and capacity for reflection and feedback make it a valuable tool in modern education, contributing to the development of competent and compassionate nursing professionals. [ 12 , 13 ]. Moreover, the use of digital technologies augments the assessment and evaluation process in nursing education. Platforms like Word wall offer gamified assessments that not only gauge knowledge retention but also enhance motivation and engagement. These assessments provide educators with valuable insights into students' comprehension levels, allowing for targeted feedback and tailored interventions where needed. Additionally, the digital format allows for efficient tracking of progress over time, facilitating data-driven decision-making in the educational process[ 14 , 15 ]. Wordwall serves as a versatile tool in nursing education, offering a gamified approach to learning that resonates with contemporary students' learning preferences. The platform provides educators with the ability to create a wide array of interactive learning activities, including quizzes, word games, and matching exercises. These activities are tailored to reinforce specific nursing concepts, enabling students to actively engage with course material. Through gamification, Wordwall taps into the intrinsic motivation of students, fostering a sense of competition, achievement, and enjoyment in the learning process [ 16 , 17 ]. The adaptability and customization features of Wordwall render it a valuable asset for nursing educators. Educators have the capacity to design activities that align precisely with course objectives, ensuring that content is targeted and relevant. Furthermore, the platform accommodates diverse learning styles and preferences, allowing educators to cater to the individual needs of their students. By engaging with interactive exercises, students are required to apply their knowledge in real-time, making decisions, analyzing information, and drawing conclusions. This active participation fosters higher-order cognitive skills, encouraging students to think analytically and synthesize information. Moreover, Wordwall offers immediate feedback, allowing students to assess their performance and identify areas for improvement. This iterative process of engagement and feedback enhances the development of critical thinking capacities [ 18 , 19 ]. Recorded presentation teaching videos provide a flexible and dynamic approach to content delivery in nursing education. They allow students to choose when and where they engage with course content, accommodating diverse learning schedules and preferences. This flexibility fosters responsibility and self-motivation, allowing students to take ownership of their learning journey [ 20 , 21 ]. Recorded presentation videos also encourage a learner-centered approach, freeing up in-class time for interactive discussions, case studies, and hands-on activities. This inverted classroom model encourages active participation, critical thinking, and collaborative problem-solving [ 22 ]. Recorded video-based instruction caters to diverse learning styles, particularly visual and auditory learners, by incorporating multimedia elements like visual aids, diagrams, and animations. This tailored approach acknowledges the individualized needs of students, creating an inclusive learning environment [ 23 , 24 ]. The use of recorded presentation teaching videos in nursing education is a significant advancement, offering flexibility, autonomy, and a tailored learning experience. This technology-driven approach caters to diverse learning styles and engages students through self-directed learning. The integration of guest speakers in a video show and subject matter experts enhances the educational experience, bridging the gap between classroom instruction and real-world practice [ 2 , 25 ]. Social media videos from YouTube offer dynamic visuals for educational content. Pedagogy relies on visuals to accommodate different learning styles and improve comprehension [ 26 ]. Engaging graphics, animations, and demonstrations on YouTube and medical science platforms may explain complex nursing ideas. Visual aids clarify abstract theories and practices, helping nursing students grasp. Visual media like TikTok and YouTube aid in information retention, crucial for nursing education and practical application [ 3 , 27 ]. Nursing students benefit from social media video platforms' accessibility and convenience. These systems let students learn at their own speed on multiple devices. Asynchronous learning allows nursing students to engage with the subject at their own pace [ 6 , 28 ]. The integration of mixed and diverse digital tools, such as online platforms, interactive simulations, videos and recorded presentations, and gamified assessments, allows for a multifaceted instructional approach. This integration not only accommodates varying learning styles but also facilitates a holistic understanding of complex nursing concepts [ 22 , 29 ]. One prominent facet of mixed digital technologies is the utilization of online platforms, including discussion forums, virtual simulations, and interactive assessments. These platforms serve as collaborative spaces where students can actively engage with course material, interact with peers, and participate in guided learning activities. Discussion forums facilitate critical thinking and knowledge exchange by permitting students to convey their perspectives, challenge concepts and give input in an interactive educational environment. Virtual simulations offer immersive experiences, allowing students to apply theoretical knowledge in simulated clinical scenarios, thereby bridging the gap between theory and practice [ 29 , 30 ]. Significance of the Research Study Enhancing the integration of digital competency development has the potential to effectively establish novel avenues and augment unique program profiles. Experts in health education must cultivate a professional perspective on digital change, which ought to be included in their academic curriculum. Our research holds significance as it contributes to addressing research gaps and enhancing the merits of investigating educational technologies, namely those of a digital kind. The implementation of this study can facilitate the identification of optimal methodologies and efficacious approaches that can be used in nursing education to augment students' academic achievement [ 31 ]. The study seeks to make a valuable contribution to the advancement of evidence-based approaches for incorporating digital technologies and enhancing the overall quality and efficacy of nursing education. As well as enhancing the competence of nursing graduates in the context of the digital era. In 2016, two investigation reports were undertaken, one at the University of Calgary in Qatar and Doha by the authors [ 32 ] King et al. in 2014, and the other at the University of Dammam by the authors [ 33 ] Al-Hariri et al. in 2017. These are old studies that emphasize that there is a lack of scientific studies in Saudi Arabia and the Arab Gulf countries pertaining to the utilization of various integrated digital technologies in the context of connected educational classrooms among nursing students. This study aims to explore the potential use of digital technologies in promoting student engagement, and improving learning outcomes. The aim be achieved through the following objectives; (1) To identify the nursing students' perception and attitudes towards the use of digital technologies in their learning.(2) To examine the impact of digital technologies on student engagement and learning outcomes.(3) To develop recommendations for the integration of digital technologies in nursing education based on the findings of the study. Methodology Research Design The study utilized a mixed quantitative and qualitative approach, using a quasi-experimental design and a narrative inputs design. This approach provided a comprehensive understanding of the research topic and facilitated a holistic analysis of data. Quasi-experimental research, often used in educational settings, allows researchers to learn about real-world processes by combining research design methods [34]. Sampling and Population The study conducted in the nursing department, College of Applied medical Sciences at King Faisal University, Alhasa, Saudi Arabia. The study used a convenient sampling technique as a pilot study to gather forty nursing students enrolled in the third year in health informatics course .The sample was maintained with a 95% confidence level and 5% margin of error. The inclusion criteria included female students from sixth-level undergraduate nursing who attended health informatics nursing class sessions, and voluntary agreed to participate in the study. Excluded students were those who did not agree to participate or completed the study. Data Collections Tools We conducted a mixed-methods quasi-experimental, pre-test and post-test study by simultaneously collecting quantitative and qualitative data. Post-study student interviews for narrative and open-ended inquiries were used as qualitative data to explore students' attitudes towards using multiple technological methods for improving student engagement .Quantitative data was collected using a structure questionnaire adapted to identify students' perceptions and attitudes towards digital technologies, and impact on their level of engagement. The questions was distributed in English language to fit the sample criteria. Data was collected by researchers in the period from March 2023 to April. 2023 The quantitative tools composed from four main parts: Part I: Sociodemographic characteristics of students: This tool was included questions about age, gender, marital status, level of education. And if they have any experiences multiple technologies in on class session. These questions were a combination between open-ended questions and the developed one by the researchers, as it shows in table 1. Part II: Students' perceptions about using digital technologies: A Likert scale used to assess students' perceptions of digital technologies, specifically the Wordwall gamified platform, in relation to perceived and taught the recorded lecture presentation, aiming to improve knowledge, and engagement. This part was collected after implementation of the digital technology, as it shows in table 2. Part III: Students' attitudes toward using Wordwall, Padlet platform, and videos : A Likert scale used to assess students' attitudes, effectiveness in class connection and collaboration after the giving the lecture. The Likert scale modified and adapted from [1, 10, 35 , 36] authors, as it shows in table 6,7,8,&9. Part VI: The students' attitudes toward using technologies and their satisfactions’ toward the use of theses integrated teaching digitals in the classroom: This provided a comprehensive evaluation at the end of implementations, it covering all aspects as technologies, content, teaching methods and learning outcomes. The scales were adopted and modified from [37], as it shows in table 10 & 11. Qualitative tools: First part : It includes two main questions as (1) what is your reaction toward using the multiple technological in classroom? (2) What is your preferable technological methods and your opinions? In the first question student has to do narrative on utilizing evident activities to investigate the students' experiences and the impact on their learning in relation to their use of digital technology and their effectiveness in facilitating student learning. The second question, student has to document their preferable technological methods, and their opinions on digital-based learning techniques, categorizing responses into three themes: prefer ability, advantages, and issues, thereby providing a comprehensive understanding of their perspectives on technology integration in education. Second Part: Student’s feedback was collected through narrative questions on the platform's efficacy, interactions and engagement in connected lecture presentations. Validity and Reliability of the Study The questionnaire tools that were cited and modified for this study. By modifying the questions to fit the specific needs of the study, the researchers ensured that the questionnaire was relevant and applicable to the research question by reviewing the questions from panel of expertise from the faculty staff. To ensure the validity and reliability of the data, it was important to exclude participants who did not complete the questionnaire. This helped to ensure that the data was complete and representative of the sample population. Additionally, making the questions in the questionnaire completely obligatory helped to ensure that there was no shortage of answers, which increased the reliability of the data. Finally, setting the error rate at 5 percent increase the quality and honesty of the studied information and research. ensure that the tools were clear and reliable, the panelists of this study, who were experts in nursing education and research from King Faisal University's College of Applied Medical Sciences, reviewed the questionnaire. Ethical Considerations Research governance was also an essential ethical consideration in this study [38]. An official approval from the Deanship of Postgraduate Studies at King Faisal University was taken, ethical approval ref. No. KFU-REC-2023-SEP-ETHICS 1176. To protect the privacy of participants, we ensured that all participants provided informed consent before participating in the study. Additionally, participants were assigned codes instead of using their real names in the data collection process. Any identifying information collected during the study was kept confidential, and only the researchers and the statistician had access to the data. We also ensured that the participants' rights and welfare was respected throughout the study. Data Analysis SPSS version 26 statistical program were used to analyses the quantitative data and examine the relationships between variables. Data prepared, and organized, through Google Forms post Padlet discussion board, and per and post- test of Wordwall gamified platforms outcomes. For the qualitative part, we coded the two narratives of students’ response toward using multiple technologies, and the open-ended inquiries with their opinions into categories. To gain a deeper understanding of the content and context; codes was used to segments of data that represented specific themes. This was done manually by highlighting and tagging relevant sections. In the themes section, we analyzed the coded data and identified emerging themes. We also ensured that each theme accurately represented the data it encompassed. Then we presented the findings by describing each theme, providing supporting evidence from the data. The findings were presented in tables, graphs, and charts for better understanding. Results Part I: Quantitative Data Table 1 indicates that, all the students who involved in this study were 40 female Saudi students; 95% of them were single. The student’s age group ranged between the 21 and 23 years old. Regarding their nursing education level, it was the sixth level, and 82.5% of them did not involve practice multiple uses of digitalization for class engagement. Table 2 shows the Wordwall game results reveal a -2.275 mean pre-test-post-test score difference, with post-test results averaging 2.275 units higher. The standard deviation is 3.929, and the 95% confidence interval is -3.531 to -1.019. The paired sample t-test determines if the mean difference is statistically significant, with a p-value of less than 0.05 indicating a significant difference. The study highlights the importance of understanding students' knowledge Table 3 shows pre-test and post-test scores for participants. Initial results showed 20.00% achieved a score of 6, with 10% and 17.5% achieving 7 and 8. Post-test scores showed 45% achieved 10, 32.50% achieved 8, 10% achieved 7, and no participants scored below 7. Score 10 showed the most significant enhancement, increasing from 20.00% to 45.0%. No instances of scores 1, 2, 3, or 5 were observed. Table 4 shows pre-test and post-test mean scores for Wordwall game platform, with pre-test scores of 6.10 and post-test scores of 8.38, indicating higher scores. Table 5 shows a weak correlation between pre-test and post-test scores, with a 0.277 correlation coefficient. The significance value is 0.084, indicating a probability of obtaining an extreme correlation assuming no true correlation in the population. 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. 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. Table (6) reveals that the students generally have positive experiences with Wordwall games, citing enjoyment in learning, increased motivation, positive behaviour changes, and a willingness to spend more time on gamified apps. They also found the game coherent with course objectives and recommend gamification for other courses. Figure 3 illustrates that participants in the Wordwall game had enjoyable moments, including delight in learning, more drive to make positive behavior changes. Table 7 Illustrates that the students generally have positive perceptions of using Padlet for recorded lecture presentations as an effective teaching method. They find these presentations helpful, clear, coherent, effective, and useful for their learning, saving time and facilitating easy understanding of concepts. Figure 4 illustrates that students generally have positive attitudes regarding the use of Padlet for recorded lecture presentations as an effective method of teaching and engagment. They perceive these presentations as cohesive, impactful, and beneficial for their learning, resulting in time savings and promoting effortless comprehension of concepts. Table 8 Illustrates that the Padlet platform for recorded lecture presentations was deemed valuable for learning, effective for communication, and user-friendly. Students found it useful for organizing information, accommodating different content types, and supporting collaborative work. They expressed a desire to continue using Padlet in the future, and their opinion of its privacy and security features was generally satisfactory. Figure 5 demonstrates that the Padlet platform for recorded lecture presentations was considered valuable for learning and communication, efficient for interaction. Students found the tool enabling collaborative work. Participants indicated their intention to continue utilizing Padlet in the future. Table 9 shows that the study has a high positive response to the use of videos in nursing education, with respondents expressing a strong preference for social media videos. They believe videos enhance understanding, simplify content, and provide an enjoyable learning experience. They also suggest using videos to support bulky nursing courses in the future. Figure 6 illustrates that the outcomes of the student's reaction to the utilization of videos in nursing education improve the participants' knowledge, organize the content, and produce an exciting learning experience. Table 10 shows that student generally perceive digital technologies in the connected classroom as helpful, effective, and beneficial for enhancing their learning experience. They find them relevant and comprehensive, facilitating understanding of class content. They express excitement, satisfaction, and empowerment, suggesting the need for their expansion in other nursing courses. Figure 7 illustrates how the students perceive the tools as both relevant and complete, which help in their comprehension of the lesson material. They convey enthusiasm, contentment, and a sense of empowerment, indicating the necessity for their implementation in more nursing courses. Table 11 shows that participants generally expressed high satisfaction with various aspects of their class, with mean scores ranging from 4.68 to 4.80. They found the class well-organized and interesting, and felt joy throughout the learning process. The teaching methods used were also satisfactory, indicating a conducive learning environment. The students found the course materials and teaching methods effective in facilitating comprehension and understanding. The connected class discussions and collaboration were enjoyable and enhanced the understanding of the material. The integration of technology was described as effective, with a mean score of 4.70. Overall, the questionnaire results reflect a positive perception of the class, teaching methods, use of technology, and collaborative activities, indicating a high level of satisfaction, joy, and ease of understanding among the participants. Table 12 displays the standard opinion direction domains of the five-point Likert scale, displaying the arithmetic mean, standard deviation, and variance for each group of questions independently. Table 13 Shows the study analysed students' attitudes towards using digital technologies which were the recorded presentations, Padlets, social media, and Wordwalls. Descriptive statistical tests were used to measure engagement. The results showed that students' utilization of multiple technologies was substantial and within the acceptable range, as per [39] criteria. This indicates that students are actively and proficiently using these platforms. The results for each group of questions showed high levels of agreement and satisfaction with the technology-based learning methods used in the course. Discussion 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. Conclusion and Recommendations The study on the Wordwall game platform, and Padlet platform in the connected classroom shows a positive impact on nursing education. The Wordwall game improved students' performance and motivation, while the Padlet platform doubled the number of complete scores. The results showed high satisfaction with the course and joy throughout the learning process. The study recommends that nursing education needs to continue to integrate digital technologies, invest in resources and training for educators and students, and conduct ongoing research and evaluation to maximize the benefits of technology-based learning. In addition, educators need to receive comprehensive training to effectively use digital tools and adapt to emerging multiple technologies. Abbreviations ICT - Information and Communication Technology AACN - American Association of Colleges of Nursing KSA - Kingdom of Saudi Arabia KFU - King Faisal University Std. - Deviation Standard Deviation P-Value Probability Value df. Determination of the difference Sig. Significance VSC-LBD Video-supported collaborative learning-by-design ESL English as a Second Language Declarations Supplementary information Upon acceptable request from the corresponding author, transcriptions of the collected data, all digital platform resources, drafted design, and course material will be provided by the correspondence. Acknowledgment This project is an integral part of a broader research thesis project on the MSN-Nurse Educator Track. The leading author, one of the first batch of this program, Hameeda Matooq Aljanabi, expressed her gratitude to the Research Ethics Committee of the College of Applied Medical Sciences at King Faisal University of AlHassa, Kingdom of Saudi Arabia, for providing her with ethical approval. Prof. Dr. Benjamin Joel Brebonirea, Assistant Professor of Nursing, helped shape this thesis project, and the lead author was grateful for his kindness and his belief in excelling in this project. Furthermore, the leading author expressed her gratitude to Dr. Saffia Ali Belal, a distinguished advisor and Professor of Medical and Surgical Nursing at King Faisal University, she was the ongoing advisor whose support benefited this study. Moreover, the lead author had the drive to pursue and achieve success in this synthesized project as a thesis project and then as a research paper through Prof. Dr. Ahmed Ben Mansour Alrajeh, an Associate Professor of Nursing and Dean of the College of Applied Medical Sciences, Nursing Department at King Faisal University. The leading author expressed her gratitude, humility, and appreciation for the academic chance to pursue the MSN degree. She was so thankful to all the nursing students who participated in this study for their cooperation. Authors’ Contributions H. M. Aljan. and S, B. : conceptualized and wrote the proposal and the graduation thesis project; N. Y. Alja.: wrote the introduction; H.M.Aljan. . and S. B. : wrote the methodology; Ah. BM. Alraj. : revised the data analysis; Ah. BM. Alraj. and Benjo. J. B. : wrote the results; As. S. Gh.: wrote the discussion; H. M. Aljan. and S. B. : have been critically revised and critiqued the manuscript. On the panel, all authors approved the final version of the manuscript, taking responsibility for the content and publication of this educational thesis project. Funding The body regulation of KFU had no funding before publication and also had no part to play in the study's design, data collection, analysis, data interpretation, or manuscript writing. The authors have taken responsibility for the funding. Availability of data and materials All datasets generated and analyzed during this study supporting the conclusion are available from the correspondence and the required data included in this published article. Any other drafted data and resources will be made available upon reasonable request from the corresponding author, and all requests relating to data should be addressed to [email protected] . Ethics approval and consent to participate Research governance was also an essential ethical consideration in this study. An official approval from the Deanship of Postgraduate Studies at King Faisal University was taken, ethical approval ref. No. KFU-REC-2023-SEP-ETHICS 1176. To protect the privacy of participants, we ensured that all participants provided informed consent before participating in the study. Additionally, participants were assigned codes instead of using their real names in the data collection process. Any identifying information collected during the study was kept confidential, and only the researcher and the statistician had access to the data. We also ensured that the participants' rights and welfare was respected throughout the study. Consent for publication The Participants included in the study provided written informed consent to utilize digital technologies' platforms in the digital classroom education as well as research aims and objectives achievement. The study participants provided informed consent to publish the study results in scholarly journals, namely online and open-access journals. Competing interests The authors declare that they have no knows completing interest or personal relationships that could have appear to influence the work reported in this research paper of the thesis. Authors details 1 Clinical Nurse Educator, Nursing Professional Development Department and MSN- Nurse Educator Track student at King Faisal University, Works in Dammam Health Network-Eastern Health Cluster, Dammam City, Kingdom of Saudi Arabia (KSA). Orchid iD. https://orcid.org/0009-0009-2425-2708. 2 Nursing faculty member, College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA). Orcid iD https://orcid.org/0000-0001-9822-9214. 3 Nursing Faculty member and Nursing Program Coordinator, College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA).Orcid iD https://orcid.org/0000-0003-3623-8689. 4 Dean of the College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA). Orcid iD https://orcid.org/0000-0003-2559-416X. 5 Nursing faculty member, College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA). Orcid iDhttps://orcod.org/0000-0002-0680-6633. 6 Nursing Faculty member, College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA). Orcid iDhttps://orcod.org/0000-0002-7037-7482. References Al-Dossary, Reem N. "Leadership style, work engagement and organizational commitment among nurses in Saudi Arabian hospitals." Journal of healthcare leadership. 2022; 71-81 . Damar, M. 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International Journal of Learning, Teaching and Educational Research. 2021, April 30; 20: (4): 61–81. https://doi.org/10.26803/ijlter.20.4.4 nfante-Moro, A., Infante-Moro, J. C., Gallardo-Pérez, J., and Luque-de la Rosa, A. (Motivational factors in the use of videoconferences to carry out tutorials in spanish universities in the post-pandemic period. Int. J. Environ. Res. Public Health. 2021; 18:10474. https://doi: 10.3390/ijerph181910474. Fitria, T. N. (Creating an Education Game Using Wordwall: An Interactive Learning Media for English Language Teaching (ELT). Foremost Journal. 2023, August 29; 4: (2): 17–30. https://doi.org/10.33592/foremost.v4i2.3610 . Tables Tables 1 to 13 are available in the Supplementary Files section. Additional Declarations No competing interests reported. Supplementary Files Tables.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4289285","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":299845851,"identity":"f88f916c-75b9-4e5c-b316-5e603e7b79cf","order_by":0,"name":"Hameeda Matooq 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overall experiences of participants related to the Word wall game\u003c/p\u003e","description":"","filename":"3.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4289285/v1/0929bd28e7c50eeafda9b22a.jpg"},{"id":56113422,"identity":"898077e0-997a-434f-bc8e-83f55faa797b","added_by":"auto","created_at":"2024-05-08 17:08:02","extension":"jpg","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":52223,"visible":true,"origin":"","legend":"\u003cp\u003eThe overall result of the recorded lecture presentation as valuable method for student’s engagement\u003c/p\u003e","description":"","filename":"4.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4289285/v1/82bf52456a302e3fc8f4cbad.jpg"},{"id":56112894,"identity":"491a991d-77bc-4318-ae73-65e731687d9c","added_by":"auto","created_at":"2024-05-08 17:00:02","extension":"jpg","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":52535,"visible":true,"origin":"","legend":"\u003cp\u003eThe overall results related to using Padlet valuable as a method for communication and collaboration in learning\u003c/p\u003e","description":"","filename":"5.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4289285/v1/d7e0a7f2d66974a0ab8ec838.jpg"},{"id":56112895,"identity":"61491285-5cb1-49f4-8570-a4911feed1de","added_by":"auto","created_at":"2024-05-08 17:00:02","extension":"jpg","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":40832,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eThe overall results related to the students’ response toward the use of videos in nursing education.\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"6.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4289285/v1/b78db9d5cbd8ca734031d463.jpg"},{"id":56112888,"identity":"ddc4b741-22f3-4b0b-9162-f3ec8f50ee37","added_by":"auto","created_at":"2024-05-08 17:00:02","extension":"jpg","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":41132,"visible":true,"origin":"","legend":"\u003cp\u003eOverall students' attitudes toward using technologies in the connected classroom\u003c/p\u003e","description":"","filename":"7.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4289285/v1/7d8b787004bdc99b512e0aa2.jpg"},{"id":59024081,"identity":"2e78b2ae-6af6-4f29-a2f1-13ed85aa9408","added_by":"auto","created_at":"2024-06-25 12:39:25","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1052494,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4289285/v1/89a13690-2c2a-4bec-971b-df0ad46685d9.pdf"},{"id":56112889,"identity":"1f572bfd-7f6f-43c6-925d-6a3455b8a3a8","added_by":"auto","created_at":"2024-05-08 17:00:02","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":2885490,"visible":true,"origin":"","legend":"","description":"","filename":"Tables.docx","url":"https://assets-eu.researchsquare.com/files/rs-4289285/v1/d9b8d7c961b9506e4dd44939.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Using Digital Technologies to Promote Nursing Students' Learning in the Connected Classroom","fulltext":[{"header":"Introduction","content":"\u003cp\u003eDigital technologies have significantly impacted nursing education by making learning materials and resources more accessible through devices like mobiles and laptops [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. The concept of the connected classroom has gained attention, providing a physical and virtual space for students and faculty to access educational resources and engage with faculty and classmates. Digital technologies have been shown to improve students' learning and academic achievement [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. This pilot study aimed to explore the impact of digital technologies on nursing students' learning experiences and their potential to enhance nursing education and academic success [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. The integration of digital technologies also addresses the diverse learning styles and preferences of nursing students. By incorporating multimedia resources such as videos, simulations, and interactive modules, educators can provide a multi-sensory learning experience [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Visual and auditory cues enhance comprehension and retention of complex concepts, catering to students with varied learning modalities. Additionally, digital platforms enable the customization of content to meet every student's requirements, promising each student to advance at their pace [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn the context of nursing, digital technologies have proven to be instrumental in promoting evidence-based practice. Access to current and relevant nursing information is facilitated through social media platforms, professional organizations, and reputable healthcare institutions [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Students can follow influential nursing leaders, engage with cutting-edge research, and stay abreast of industry trends. This exposure to diverse perspectives and up-to-date research fosters a culture of evidence-based practice among nursing students, equipping them with the tools to make informed clinical decisions [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePadlet is a valuable platform for nursing education, promoting clinical reasoning and reflective practice. It allows students to document their experiences, encouraging self-awareness and critical thinking. Padlet also allows educators to personalize the learning experience by tailoring content to students' specific needs and interests. Its ability to integrate multimedia elements enhances comprehension and retention. [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. The Padlet platform's integration in nursing education within the connected classroom setting is a significant step towards fostering engaging, collaborative, and personalized learning experiences. Its versatility allows for asynchronous learning, encourages active participation, and encourages critical thinking. Padlet's intuitive interface and capacity for reflection and feedback make it a valuable tool in modern education, contributing to the development of competent and compassionate nursing professionals. [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Moreover, the use of digital technologies augments the assessment and evaluation process in nursing education. Platforms like Word wall offer gamified assessments that not only gauge knowledge retention but also enhance motivation and engagement. These assessments provide educators with valuable insights into students' comprehension levels, allowing for targeted feedback and tailored interventions where needed. Additionally, the digital format allows for efficient tracking of progress over time, facilitating data-driven decision-making in the educational process[\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eWordwall serves as a versatile tool in nursing education, offering a gamified approach to learning that resonates with contemporary students' learning preferences. The platform provides educators with the ability to create a wide array of interactive learning activities, including quizzes, word games, and matching exercises. These activities are tailored to reinforce specific nursing concepts, enabling students to actively engage with course material. Through gamification, Wordwall taps into the intrinsic motivation of students, fostering a sense of competition, achievement, and enjoyment in the learning process [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. The adaptability and customization features of Wordwall render it a valuable asset for nursing educators. Educators have the capacity to design activities that align precisely with course objectives, ensuring that content is targeted and relevant. Furthermore, the platform accommodates diverse learning styles and preferences, allowing educators to cater to the individual needs of their students. By engaging with interactive exercises, students are required to apply their knowledge in real-time, making decisions, analyzing information, and drawing conclusions. This active participation fosters higher-order cognitive skills, encouraging students to think analytically and synthesize information. Moreover, Wordwall offers immediate feedback, allowing students to assess their performance and identify areas for improvement. This iterative process of engagement and feedback enhances the development of critical thinking capacities [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eRecorded presentation teaching videos provide a flexible and dynamic approach to content delivery in nursing education. They allow students to choose when and where they engage with course content, accommodating diverse learning schedules and preferences. This flexibility fosters responsibility and self-motivation, allowing students to take ownership of their learning journey [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Recorded presentation videos also encourage a learner-centered approach, freeing up in-class time for interactive discussions, case studies, and hands-on activities. This inverted classroom model encourages active participation, critical thinking, and collaborative problem-solving [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Recorded video-based instruction caters to diverse learning styles, particularly visual and auditory learners, by incorporating multimedia elements like visual aids, diagrams, and animations. This tailored approach acknowledges the individualized needs of students, creating an inclusive learning environment [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. The use of recorded presentation teaching videos in nursing education is a significant advancement, offering flexibility, autonomy, and a tailored learning experience. This technology-driven approach caters to diverse learning styles and engages students through self-directed learning. The integration of guest speakers in a video show and subject matter experts enhances the educational experience, bridging the gap between classroom instruction and real-world practice [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSocial media videos from YouTube offer dynamic visuals for educational content. Pedagogy relies on visuals to accommodate different learning styles and improve comprehension [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. Engaging graphics, animations, and demonstrations on YouTube and medical science platforms may explain complex nursing ideas. Visual aids clarify abstract theories and practices, helping nursing students grasp. Visual media like TikTok and YouTube aid in information retention, crucial for nursing education and practical application [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Nursing students benefit from social media video platforms' accessibility and convenience. These systems let students learn at their own speed on multiple devices. Asynchronous learning allows nursing students to engage with the subject at their own pace [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe integration of mixed and diverse digital tools, such as online platforms, interactive simulations, videos and recorded presentations, and gamified assessments, allows for a multifaceted instructional approach. This integration not only accommodates varying learning styles but also facilitates a holistic understanding of complex nursing concepts [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. One prominent facet of mixed digital technologies is the utilization of online platforms, including discussion forums, virtual simulations, and interactive assessments. These platforms serve as collaborative spaces where students can actively engage with course material, interact with peers, and participate in guided learning activities. Discussion forums facilitate critical thinking and knowledge exchange by permitting students to convey their perspectives, challenge concepts and give input in an interactive educational environment. Virtual simulations offer immersive experiences, allowing students to apply theoretical knowledge in simulated clinical scenarios, thereby bridging the gap between theory and practice [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003eSignificance of the Research Study\u003c/h2\u003e \u003cp\u003eEnhancing the integration of digital competency development has the potential to effectively establish novel avenues and augment unique program profiles. Experts in health education must cultivate a professional perspective on digital change, which ought to be included in their academic curriculum. Our research holds significance as it contributes to addressing research gaps and enhancing the merits of investigating educational technologies, namely those of a digital kind. The implementation of this study can facilitate the identification of optimal methodologies and efficacious approaches that can be used in nursing education to augment students' academic achievement [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. The study seeks to make a valuable contribution to the advancement of evidence-based approaches for incorporating digital technologies and enhancing the overall quality and efficacy of nursing education. As well as enhancing the competence of nursing graduates in the context of the digital era. In 2016, two investigation reports were undertaken, one at the University of Calgary in Qatar and Doha by the authors [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] King et al. in 2014, and the other at the University of Dammam by the authors [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e] Al-Hariri et al. in 2017. These are old studies that emphasize that there is a lack of scientific studies in Saudi Arabia and the Arab Gulf countries pertaining to the utilization of various integrated digital technologies in the context of connected educational classrooms among nursing students.\u003c/p\u003e \u003cp\u003eThis study aims to explore the potential use of digital technologies in promoting student engagement, and improving learning outcomes. The aim be achieved through the following objectives; (1) To identify the nursing students' perception and attitudes towards the use of digital technologies in their learning.(2) To examine the impact of digital technologies on student engagement and learning outcomes.(3) To develop recommendations for the integration of digital technologies in nursing education based on the findings of the study.\u003c/p\u003e \u003c/div\u003e"},{"header":"Methodology","content":"\u003ch1\u003eResearch Design\u003c/h1\u003e\n\u003cp\u003eThe study utilized a mixed quantitative and qualitative approach, using a quasi-experimental design and a narrative inputs design. This approach provided a comprehensive understanding of the research topic and facilitated a holistic analysis of data. Quasi-experimental research, often used in educational settings, allows researchers to learn about real-world processes by combining research design methods\u0026nbsp;[34].\u003c/p\u003e\n\u003ch1\u003eSampling and Population\u003c/h1\u003e\n\u003cp\u003eThe study conducted in the nursing department, College of Applied medical Sciences at King Faisal University, Alhasa, Saudi Arabia. The study used a convenient sampling technique as a pilot study to gather forty nursing students enrolled in the third year in health informatics course .The sample was maintained with a 95% confidence level and 5% margin of error. The inclusion criteria included female students from sixth-level undergraduate nursing who attended health informatics nursing class sessions, and voluntary agreed to participate in the study. Excluded students were those who did not agree to participate or completed the study.\u003c/p\u003e\n\u003ch1\u003eData Collections Tools\u0026nbsp;\u003c/h1\u003e\n\u003cp\u003eWe conducted a mixed-methods quasi-experimental, pre-test and post-test study by simultaneously collecting quantitative and qualitative data. Post-study student interviews for narrative and open-ended inquiries were used as qualitative data to explore students\u0026apos; attitudes towards using multiple technological methods for improving student engagement .Quantitative data was collected using a structure questionnaire adapted to identify students\u0026apos; perceptions and attitudes towards digital technologies, and impact on their level of engagement. The questions was distributed in English language to fit the sample criteria. Data was collected \u0026nbsp;by researchers in the period from March 2023 to April. 2023 The quantitative tools composed from four main parts:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePart I:\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e\u0026nbsp;Sociodemographic characteristics of students:\u003c/em\u003e This tool was included questions about age, gender, marital status, level of education. And if they have any experiences multiple technologies in on class session. These questions were a combination between open-ended questions and the developed one by the researchers, as it shows in table 1.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePart II:\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e\u0026nbsp;Students\u0026apos; perceptions about using digital technologies:\u003c/em\u003e A Likert scale used to assess students\u0026apos; perceptions of digital technologies, specifically the Wordwall gamified platform, in relation to perceived and taught \u0026nbsp;the recorded lecture presentation, aiming to improve knowledge, and engagement. This part was collected after implementation of the digital technology, as it shows in table 2.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePart III:\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e\u0026nbsp;Students\u0026apos; attitudes toward using Wordwall, Padlet platform, and videos\u003c/em\u003e\u003cstrong\u003e\u003cspan dir=\"RTL\"\u003e:\u003c/span\u003e\u003c/strong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003eA Likert scale used to assess students\u0026apos; attitudes, effectiveness in\u0026nbsp;class connection and collaboration after the giving the lecture. The Likert scale modified and adapted from [1, 10, 35 , 36] authors, as it shows in table 6,7,8,\u0026amp;9.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePart VI:\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e\u0026nbsp;The students\u0026apos; attitudes toward using technologies and their satisfactions\u0026rsquo; \u0026nbsp;toward \u0026nbsp;the use of theses integrated teaching digitals in the classroom:\u003c/em\u003e This provided a comprehensive evaluation at the end of implementations, it covering all aspects as technologies, content, teaching methods and learning outcomes. The scales were adopted and modified from [37], as it shows in table 10 \u0026amp; 11.\u003c/p\u003e\n\u003ch1\u003e\u0026nbsp;Qualitative tools:\u003c/h1\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;First part\u003c/em\u003e\u003c/strong\u003e: It includes two main questions as (1) what is your reaction toward using the multiple technological in classroom?\u0026nbsp;(2)\u0026nbsp;What is your preferable technological methods and your opinions?\u0026nbsp;In the first question student has to do narrative on utilizing evident activities to investigate the students\u0026apos; experiences and the impact on their learning in relation to their use of digital technology and their effectiveness in facilitating student learning. The second question, student has to document their\u0026nbsp;preferable technological methods, and their opinions on digital-based learning techniques, categorizing responses into three themes: prefer ability, advantages, and issues, thereby providing a comprehensive understanding of their perspectives on technology integration in education.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSecond Part:\u003c/em\u003e\u003c/strong\u003e Student\u0026rsquo;s\u0026nbsp;feedback was collected through narrative questions on the platform\u0026apos;s efficacy, interactions and engagement in connected lecture presentations.\u0026nbsp;\u003c/p\u003e\n\u003ch1\u003eValidity and Reliability of the Study\u003c/h1\u003e\n\u003cp\u003eThe questionnaire tools that were cited and modified for this study. By modifying the questions to fit the specific needs of the study, the researchers ensured that the questionnaire was relevant and applicable to the research question by reviewing the questions from panel of expertise from the faculty staff. To ensure the validity and reliability of the data, it was important to exclude participants who did not complete the questionnaire. This helped to ensure that the data was complete and representative of the sample population. Additionally, making the questions in the questionnaire completely obligatory helped to ensure that there was no shortage of answers, which increased the reliability of the data. Finally, setting the error rate at 5 percent increase the quality and honesty of the studied information and research. ensure that the tools were clear and reliable, the panelists of this study, who were experts in nursing education and research from King Faisal University\u0026apos;s College of Applied Medical Sciences, reviewed the questionnaire.\u0026nbsp;\u003c/p\u003e\n\u003ch1\u003eEthical Considerations\u003c/h1\u003e\n\u003cp\u003eResearch governance was also an essential ethical consideration in this study\u0026nbsp;[38]. An official approval from the Deanship of Postgraduate Studies at King Faisal University was taken, ethical approval ref. No. KFU-REC-2023-SEP-ETHICS 1176. To protect the privacy of participants, we ensured that all participants provided informed consent before participating in the study. Additionally, participants were assigned codes instead of using their real names in the data collection process. Any identifying information collected during the study was kept confidential, and only the researchers and the statistician had access to the data. We also ensured that the participants\u0026apos; rights and welfare was respected throughout the study.\u0026nbsp;\u003c/p\u003e\n\u003ch1\u003eData Analysis\u003c/h1\u003e\n\u003cp\u003eSPSS version 26 statistical program were used to analyses the quantitative data and examine the relationships between variables. Data prepared, and organized, through Google Forms post Padlet discussion board, and per and post- test of Wordwall gamified platforms outcomes. For the qualitative part, we coded the two narratives of students\u0026rsquo; response toward using multiple technologies, and the open-ended inquiries with their opinions into categories. To gain a deeper understanding of the content and context; codes was used to segments of data that represented specific themes. This was done manually by highlighting and tagging relevant sections. In the themes section, we analyzed the coded data and identified emerging themes. We also ensured that each theme accurately represented the data it encompassed. Then we presented the findings by describing each theme, providing supporting evidence from the data. The findings were presented in tables, graphs, and charts for better understanding.\u003c/p\u003e"},{"header":"Results","content":"\u003ch1\u003ePart I: Quantitative Data\u003c/h1\u003e\n\u003cp\u003eTable 1 indicates that, all the students who involved in this study were 40 female Saudi students; 95% of them were single. The student\u0026rsquo;s age group ranged between the 21 and 23 years old. Regarding their nursing education level, it was the sixth level, and 82.5% of them did not involve practice multiple uses of digitalization for class engagement.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 2 shows the Wordwall game results reveal a -2.275 mean pre-test-post-test score difference, with post-test results averaging 2.275 units higher. The standard deviation is 3.929, and the 95% confidence interval is -3.531 to -1.019. The paired sample t-test determines if the mean difference is statistically significant, with a p-value of less than 0.05 indicating a significant difference. The study highlights the importance of understanding students\u0026apos; knowledge\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 3 shows pre-test and post-test scores for participants. Initial results showed 20.00% achieved a score of 6, with 10% and 17.5% achieving 7 and 8. Post-test scores showed 45% achieved 10, 32.50% achieved 8, 10% achieved 7, and no participants scored below 7. Score 10 showed the most significant enhancement, increasing from 20.00% to 45.0%. No instances of scores 1, 2, 3, or 5 were observed.\u003c/p\u003e\n\u003cp\u003eTable 4 shows pre-test and post-test mean scores for Wordwall game platform, with pre-test scores of 6.10 and post-test scores of 8.38, indicating higher scores.\u003c/p\u003e\n\u003cp\u003eTable 5 shows a weak correlation between pre-test and post-test scores, with a 0.277 correlation coefficient. The significance value is 0.084, indicating a probability of obtaining an extreme correlation assuming no true correlation in the population.\u003c/p\u003e\n\u003cp\u003eFigure 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.\u003c/p\u003e\n\u003cp\u003eFigure 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.\u003c/p\u003e\n\u003cp\u003eTable (6) reveals that the students generally have positive experiences with Wordwall games, citing enjoyment in learning, increased motivation, positive behaviour changes, and a willingness to spend more time on gamified apps. They also found the game coherent with course objectives and recommend gamification for other courses.\u003c/p\u003e\n\u003cp\u003eFigure 3 illustrates that participants in the Wordwall game had enjoyable moments, including delight in learning, more drive to make positive behavior changes.\u003c/p\u003e\n\u003cp\u003eTable 7 Illustrates that the students generally have positive perceptions of using Padlet for recorded lecture presentations as an effective teaching method. They find these presentations helpful, clear, coherent, effective, and useful for their learning, saving time and facilitating easy understanding of concepts.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFigure 4 illustrates that students generally have positive attitudes regarding the use of Padlet for recorded lecture presentations as an effective method of teaching and engagment. They perceive these presentations as cohesive, impactful, and beneficial for their learning, resulting in time savings and promoting effortless comprehension of concepts.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 8 Illustrates that the Padlet platform for recorded lecture presentations was deemed valuable for learning, effective for communication, and user-friendly. Students found it useful for organizing information, accommodating different content types, and supporting collaborative work. They expressed a desire to continue using Padlet in the future, and their opinion of its privacy and security features was generally satisfactory.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFigure 5 demonstrates that the Padlet platform for recorded lecture presentations was considered valuable for learning and communication, efficient for interaction. Students found the tool enabling collaborative work. Participants indicated their intention to continue utilizing Padlet in the future.\u003c/p\u003e\n\u003cp\u003eTable 9 shows that the study has a high positive response to the use of videos in nursing education, with respondents expressing a strong preference for social media videos. They believe videos enhance understanding, simplify content, and provide an enjoyable learning experience. They also suggest using videos to support bulky nursing courses in the future.\u003c/p\u003e\n\u003cp\u003eFigure 6 illustrates that the outcomes of the student\u0026apos;s reaction to the utilization of videos in nursing education improve the participants\u0026apos; knowledge, organize the content, and produce an exciting learning experience.\u003c/p\u003e\n\u003cp\u003eTable 10 shows that student generally perceive digital technologies in the connected classroom as helpful, effective, and beneficial for enhancing their learning experience. They find them relevant and comprehensive, facilitating understanding of class content. They express excitement, satisfaction, and empowerment, suggesting the need for their expansion in other nursing courses.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFigure 7 illustrates how the students perceive the tools as both relevant and complete, which help in their comprehension of the lesson material. They convey enthusiasm, contentment, and a sense of empowerment, indicating the necessity for their implementation in more nursing courses.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 11 shows that participants generally expressed high satisfaction with various aspects of their class, with mean scores ranging from 4.68 to 4.80. They found the class well-organized and interesting, and felt joy throughout the learning process. The teaching methods used were also satisfactory, indicating a conducive learning environment. The students found the course materials and teaching methods effective in facilitating comprehension and understanding. The connected class discussions and collaboration were enjoyable and enhanced the understanding of the material. The integration of technology was described as effective, with a mean score of 4.70. Overall, the questionnaire results reflect a positive perception of the class, teaching methods, use of technology, and collaborative activities, indicating a high level of satisfaction, joy, and ease of understanding among the participants.\u003c/p\u003e\n\u003cp\u003eTable 12 displays the standard opinion direction domains of the five-point Likert scale, displaying the arithmetic mean, standard deviation, and variance for each group of questions independently.\u003c/p\u003e\n\u003cp\u003eTable 13 Shows the study analysed students\u0026apos; attitudes towards using digital technologies which were the recorded presentations, Padlets, social media, and Wordwalls. Descriptive statistical tests were used to measure engagement. The results showed that students\u0026apos; utilization of multiple technologies was substantial and within the acceptable range, as per [39] criteria. This indicates that students are actively and proficiently using these platforms. The results for each group of questions showed high levels of agreement and satisfaction with the technology-based learning methods used in the course.\u0026nbsp;\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis 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 [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e], 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.\u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e1\u003c/span\u003e 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.\u003c/p\u003e \u003cp\u003eThis 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 [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. 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 [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e], 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.\u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e2\u003c/span\u003e 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.\u003c/p\u003e \u003cp\u003eEvi-Colombo, et al.’s (2023) study explores video-supported collaborative learning by design (VSC-LBD) in professional education and training [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. 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 [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e], 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 [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e], 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.\u003c/p\u003e \u003cp\u003eIn 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 [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. 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 [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. 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 [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn addition, our study explored the students' learning outcomes using the Wordwall platform. Figures\u0026nbsp;(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 [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e], 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.\u003c/p\u003e \u003cp\u003eFigure (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 [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. 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 [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]. The platform's positive reception may stem from its ability to facilitate communication, collaboration, and information organization. Aligned with a case study published by [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e] 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 [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. 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.\u003c/p\u003e \u003cp\u003eFigure (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 [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. 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 [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e], 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\u0026nbsp;(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.\u003c/p\u003e \u003cp\u003eFigure (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.\u003c/p\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eI. Student’s response toward using the multiple technological methods for improvement students’ engagements: (narrative inputs)\u003c/h2\u003e \u003cp\u003eThis 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 [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e], 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[\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e], 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 [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e], 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 [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. The level of student engagement served as an indicator of their commitment to their educational journey.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e\u003cb\u003eII: The students’ preferences and concerns: The students’ opinions towards these multiple technological methods\u003c/b\u003e:\u003c/h2\u003e \u003cp\u003eThe 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.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eThe preferred technological methods and students’ opinions:\u003c/h2\u003e \u003cp\u003eThe 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 [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e], 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 [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe 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 [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. 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.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eImplications of the Study\u003c/h2\u003e \u003cp\u003eImplications 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.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eThis 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.\u003c/p\u003e \u003c/div\u003e "},{"header":"Conclusion and Recommendations","content":"\u003cp\u003eThe study on the Wordwall game platform, and Padlet platform in the connected classroom shows a positive impact on nursing education. The Wordwall game improved students' performance and motivation, while the Padlet platform doubled the number of complete scores. The results showed high satisfaction with the course and joy throughout the learning process. The study recommends that nursing education needs to continue to integrate digital technologies, invest in resources and training for educators and students, and conduct ongoing research and evaluation to maximize the benefits of technology-based learning. In addition, educators need to receive comprehensive training to effectively use digital tools and adapt to emerging multiple technologies.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eICT - Information and Communication Technology\u003c/p\u003e\n\u003cp\u003eAACN - American Association of Colleges of Nursing\u003c/p\u003e\n\u003cp\u003eKSA - \u0026nbsp; Kingdom of Saudi Arabia\u003c/p\u003e\n\u003cp\u003eKFU - King Faisal University\u003c/p\u003e\n\u003cp\u003eStd. - Deviation Standard Deviation\u003c/p\u003e\n\u003cp\u003eP-Value Probability Value\u003c/p\u003e\n\u003cp\u003edf. \u0026nbsp;Determination of the difference\u003c/p\u003e\n\u003cp\u003eSig. \u0026nbsp;Significance\u003c/p\u003e\n\u003cp\u003eVSC-LBD Video-supported collaborative learning-by-design\u003c/p\u003e\n\u003cp\u003eESL \u0026nbsp;English as a Second Language\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch1\u003eSupplementary information\u003c/h1\u003e\n\u003cp\u003eUpon acceptable request from the corresponding author, transcriptions of the collected data, all digital platform resources, drafted design, and course material will be provided by the correspondence.\u003c/p\u003e\n\u003ch1\u003eAcknowledgment\u003c/h1\u003e\n\u003cp\u003eThis project is an integral part of a broader research thesis project on the MSN-Nurse Educator Track. The leading author, one of the first batch of this program, Hameeda Matooq Aljanabi, \u0026nbsp; expressed her gratitude to the Research Ethics Committee of the College of Applied Medical Sciences at King Faisal University of AlHassa, Kingdom of Saudi Arabia, for providing her with ethical approval. Prof. Dr. Benjamin Joel Brebonirea, Assistant Professor of Nursing, helped shape this thesis project, and the lead author was grateful for his kindness and his belief in excelling in this project. Furthermore, the leading author expressed her \u0026nbsp;gratitude to Dr. Saffia Ali Belal, a distinguished advisor and Professor of Medical and Surgical Nursing at King Faisal University, she was the ongoing advisor whose support benefited this study. Moreover, the lead author had the drive to pursue and achieve success in this synthesized project as a thesis project and then as a research paper through Prof. Dr. Ahmed Ben Mansour Alrajeh, an Associate Professor of Nursing and Dean of the College of Applied Medical Sciences, Nursing Department at King Faisal University. The leading author expressed her gratitude, humility, and appreciation for the academic chance to pursue the MSN degree. She was so thankful to all the nursing students who participated in this study for their cooperation.\u003c/p\u003e\n\u003ch1\u003eAuthors\u0026rsquo; Contributions\u003c/h1\u003e\n\u003cp\u003eH. M. Aljan. and S, B. : conceptualized and wrote the proposal and the graduation thesis project; N. Y. Alja.: wrote the introduction; H.M.Aljan. . and S. B. : wrote the methodology; Ah. BM. Alraj. : revised the data analysis; Ah. BM. Alraj. and Benjo. J. B. : wrote the results; As. S. Gh.: wrote the discussion; H. M. Aljan. and S. B. : have been critically revised and critiqued the manuscript. On the panel, all authors approved the final version of the manuscript, taking responsibility for the content and publication of this educational thesis project.\u003c/p\u003e\n\u003ch1\u003eFunding\u003c/h1\u003e\n\u003cp\u003eThe body regulation of KFU had no funding before publication and also had no part to play in the study\u0026apos;s design, data collection, analysis, data interpretation, or manuscript writing. The authors have taken responsibility for the funding.\u003c/p\u003e\n\u003ch1\u003eAvailability of data and materials\u003c/h1\u003e\n\u003cp\u003eAll datasets generated and analyzed during this study supporting the conclusion are available from the correspondence and the required data included in this published article. Any other drafted data and resources will be made available upon reasonable request from the corresponding author, and all requests relating to data should be addressed to [email protected].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResearch governance was also an essential ethical consideration in this study. An official approval from the Deanship of Postgraduate Studies at King Faisal University was taken, ethical approval ref. No. KFU-REC-2023-SEP-ETHICS 1176. To protect the privacy of participants, we ensured that all participants provided informed consent before participating in the study. Additionally, participants were assigned codes instead of using their real names in the data collection process. Any identifying information collected during the study was kept confidential, and only the researcher and the statistician had access to the data. We also ensured that the participants\u0026apos; rights and welfare was respected throughout the study.\u0026nbsp;\u003c/p\u003e\n\u003ch1\u003eConsent for publication\u003c/h1\u003e\n\u003cp\u003eThe Participants\u0026nbsp;included in the study provided written informed consent to utilize digital technologies\u0026apos; platforms in the digital classroom education as well as research aims and objectives achievement. The study participants provided informed consent to publish the study results in scholarly journals, namely online and open-access journals.\u0026nbsp;\u003c/p\u003e\n\u003ch1\u003eCompeting interests\u0026nbsp;\u003c/h1\u003e\n\u003cp\u003eThe authors declare that they have no knows completing interest or personal relationships that could have appear to influence the work reported in this research paper of the thesis.\u003c/p\u003e\n\u003ch1\u003eAuthors details\u003c/h1\u003e\n\u003cp\u003e\u003csup\u003e1\u003c/sup\u003eClinical Nurse Educator, Nursing Professional Development Department and MSN- Nurse Educator Track student at King Faisal University, Works in Dammam Health Network-Eastern Health Cluster, Dammam City, Kingdom of Saudi Arabia (KSA). Orchid iD. \u0026nbsp;https://orcid.org/0009-0009-2425-2708.\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e2\u003c/sup\u003eNursing faculty member,\u0026nbsp;College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA). Orcid iD https://orcid.org/0000-0001-9822-9214.\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e3\u003c/sup\u003eNursing Faculty member and Nursing Program Coordinator, College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA).Orcid iD https://orcid.org/0000-0003-3623-8689.\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e4\u003c/sup\u003eDean of the\u0026nbsp;College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA). Orcid iD\u0026nbsp;https://orcid.org/0000-0003-2559-416X.\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e5\u003c/sup\u003eNursing faculty member, College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA). Orcid iDhttps://orcod.org/0000-0002-0680-6633.\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e6\u003c/sup\u003eNursing Faculty member, College of Applied Medical Sciences, King Faisal University, AlHassa City, Kingdom of Saudi Arabia (KSA). Orcid iDhttps://orcod.org/0000-0002-7037-7482.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAl-Dossary, Reem N. \u0026quot;Leadership style, work engagement and organizational commitment among nurses in Saudi Arabian hospitals.\u0026quot; Journal of healthcare leadership. 2022; 71-81\u003cspan dir=\"RTL\"\u003e.\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eDamar, M. The Future in Nursing and Midwifery Education: Metaverse. 29\u003csup\u003eth\u003c/sup\u003e Annual Meeting Florence Network, Nursing and Midwifery Education: A new Era The pandemic, Ege University, Nursing Faculty, Izmir, Turkey. 2022; https://hemsirelik.ege.edu.tr/files/hemsirelik/icerik/trsaati.pdf\u003cu\u003e.\u003c/u\u003e\u003c/li\u003e\n\u003cli\u003eBester, Petra, et al. \u0026quot;When online learning becomes compulsory: Student nurses\u0026rsquo; adoption of information communication technology in a private nursing education institution.\u0026quot; curationis 2021; 44 (1): 2152.\u003c/li\u003e\n\u003cli\u003eSaffari Z, Takmil F, Arabzadeh R. The role of educational technology in medical education. J Adv Med Educ 2014; (4): 183. https://doi\u003cu\u003e. org/10.1007/978-3-319-65551-2.\u003c/u\u003e \u003c/li\u003e\n\u003cli\u003eMeum, T. T., Koch, T. B., Briseid, H. S., Vabo, G. L., \u0026amp; Rabben, J. 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L., Nussbaumer, D., Davison, C., Symes, C., Li, L., Shimoda, J., Wolsey, C., \u0026amp; deWeerd, R. (2014, August 1). Testing Tablet Computers in Nursing Education: A Comprehensive Evaluation Framework. GSTF Journal of Nursing and Health Care, 1(2). https://doi.org/10.5176/2345-718x_1.2.48King \u003c/li\u003e\n\u003cli\u003eAl-Hariri, M. T., \u0026amp; Al-Hattami, A. A. Impact of students\u0026apos; use of technology on their learning achievements in physiology courses at the University of Dammam. Journal of Taibah University Medical Sciences. 2017; 12:(1): 82-85.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003ehttps://doi.org/10.1016/j.jtumed.2016.07.004 \u003c/li\u003e\n\u003cli\u003eEleni, \u0026amp; Sofoklis. Promoting a mixed design model of scientific creativity through digital story tellingthe CCQ model for creativity. 2020. \u003c/li\u003e\n\u003cli\u003eEno, A. D., \u0026quot;Student Perceptions of Digital Textbooks in a College Nursing Program\u0026quot;. Theses from the College of Journalism and Mass Communications. 2010; https://digitalcommons.unl.edu/journalismdiss/4\u003c/li\u003e\n\u003cli\u003eVan Den Beemt, A., Thurlings, M., \u0026amp; Willems, M. Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy a Education. 2020; 29 :(1): 35-55. https://doi.org/10.1080/1475939X.2019\u003cu\u003e.\u003c/u\u003e 1695657 \u003c/li\u003e\n\u003cli\u003eCoppi, M., Fialho, I., \u0026amp; Cid, M. Use of digital platforms and technologies by teachers and students. Educa\u0026ccedil;\u0026atilde;o em Foco, 2022; 27: 27053. https://periodicoshomolog.ufjf.br/index.php/edufoco/article/view/38629 \u003c/li\u003e\n\u003cli\u003eOboh, Collins Sankay. \u0026quot;Personal and moral intensity determinants of ethical decision-making: a study of accounting professionals in Nigeria.\u0026quot; Journal of Accounting in Emerging Economies. 2019; 9: (1): 148-180.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eLee, J., Ardakani, H. D., Yang, S., \u0026amp; Bagheri, B. Industrial big data analytics and cyber-physical systems for future maintenance \u0026amp; service innovation. Procedia cirp. 2015; 38: 3-7.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eEvi‐Colombo, Alessia, Alberto Cattaneo, and Mireille B\u0026eacute;trancourt. \u0026quot;Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo.\u0026quot; Journal of Computer Assisted Learning. 2023; 39:(2):501-516.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eMousa Soliman, Sahar, Heba Ali Hassan, and Fatma Ata. \u0026quot;University Nursing Students\u0026apos; Perception and Challenges towards E-Learning and Recommended Overcoming Ways.\u0026quot; Egyptian Journal of Health Care. 2023; 14: (4): 886-903.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eMoya, Sofia, and Mar Camacho. \u0026quot;Identifying the key success factors for the adoption of mobile learning.\u0026quot; Education and Information Technologies. 2021; 26: 3917-3945.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e.\u003c/li\u003e\n\u003cli\u003eSalhab, Reham, and Wajeeh Daher. \u0026quot;University students\u0026rsquo; engagement in mobile learning.\u0026quot; European Journal of Investigation in Health, Psychology and Education. 2023; 13: (1): 202-216\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e \u003c/li\u003e\n\u003cli\u003eTrolian, Teniell L., and Elizabeth A. Jach. \u0026quot;Engagement in college and university applied learning experiences and students\u0026rsquo; academic motivation.\u0026quot; Journal of Experiential Education. 2020; 43.(3): 317-335.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eRamzan, M., Z. K. Javaid, and M. Fatima. \u0026quot;Empowering ESL Students: Harnessing the Potential of Social Media to Enhance Academic Motivation in Higher Education.\u0026quot; Global Digital \u0026amp; Print Media Review. 2023; 2: 224-237.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eSudibjo, N., Idawati, L., \u0026amp; Harsanti, H. R. Characteristics of Learning in the Era of Industry 4.0 and Society 5.0. In International Conference on Education Technology [ICoET 2019]. 2019, December; 276-278). Atlantis Press.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eRahmi, Lailatur, and Dilla Angraina. \u0026quot;Training on Utilization of Wordwall Media os Online-Based Learning Assessment For Elementary School Teachers 08 Supayang.\u0026quot; Sumatra Journal of Disaster, Geography and Geography Education. 2021; 5: (2):144-149.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e \u003c/li\u003e\n\u003cli\u003ePurwitasari, Purwitasari. The Effectiveness of Wordwall Application in Improving Students\u0026apos; Vocabulary Mastery. Diss. IAIN Ponorogo, 2022.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eTuan, Thai Nguyen Hoang, and Nguyen Thuy Nga. \u0026quot;The impact of collaborative writing via Padlet on students\u0026rsquo; writing performance and their attitudes.\u0026quot; PROCEEDINGS. 2022; 17: (2).\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eZainuddin, Norziha Megat Mohd, et al. \u0026quot;Enhancing classroom engagement through Padlet as a learning tool: A case study.\u0026quot; International Journal of Innovative Computing.2020; 10:.1.\u003c/li\u003e\n\u003cli\u003eRashid, A. A., M. M. Yunus, and W. Wahi. \u0026quot;Using Padlet for collaborative writing among ESL learners. Creative Education, 2019; 10: (03): 610\u0026ndash;620.\u003c/li\u003e\n\u003cli\u003eKhodur, E. The effectiveness of using the Google Classroom digital platform on the development of teaching skills and the attitude towards online learning among field training students at the Faculty of Physical Education. Sci. J. Phys. Educ. Sport Sci. 2021; 93: 141\u0026ndash;166.\u003c/li\u003e\n\u003cli\u003eHaleem, Abid, et al. \u0026quot;Understanding the role of digital technologies in education: A review.\u0026quot; Sustainable Operations and Computers. 2022; 3: 275-285.\u003c/li\u003e\n\u003cli\u003eNavarro-Mart\u0026iacute;nez, O., Igual-Garc\u0026iacute;a, J., \u0026amp; Traver-Salcedo, V. Bridging the educational gap in terms of digital competences between healthcare institutions\u0026rsquo; demands and professionals\u0026rsquo; needs. BMC Nursing. 2023, April 27; 22: (1). https://doi.org/10.1186/s12912-023-01284-y\u003c/li\u003e\n\u003cli\u003eAlebous, T. Effectiveness of the WebQuest Strategy-Based Educational Platform and Learning Environment in Acquiring Biological Concepts and Systemic Thinking in the Biology Course among Pre-Service Teachers. International Journal of Learning, Teaching and Educational Research. 2021, April 30; 20: (4): 61\u0026ndash;81. https://doi.org/10.26803/ijlter.20.4.4\u003c/li\u003e\n\u003cli\u003enfante-Moro, A., Infante-Moro, J. C., Gallardo-P\u0026eacute;rez, J., and Luque-de la Rosa, A. (Motivational factors in the use of videoconferences to carry out tutorials in spanish universities in the post-pandemic period. Int. J. Environ. Res. Public Health. 2021; 18:10474. \u003cu\u003ehttps://doi: 10.3390/ijerph181910474. \u003c/u\u003e\u003c/li\u003e\n\u003cli\u003eFitria, T. N. (Creating an Education Game Using Wordwall: An Interactive Learning Media for English Language Teaching (ELT). Foremost Journal. 2023, August 29; 4: (2): 17\u0026ndash;30. https://doi.org/10.33592/foremost.v4i2.3610\u003cu\u003e.\u003c/u\u003e\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTables 1 to 13 are available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Connected Classroom, Digital Technologies, Learning Experiences, Nursing Student, Online Teaching Platforms.","lastPublishedDoi":"10.21203/rs.3.rs-4289285/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4289285/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDigital technologies are becoming increasingly important in nursing education, and their impact on student learning must be explored. Technology improves nursing education and prepares students for the constantly changing healthcare business.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAim\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study aims to explore the potential use of digital technologies in promoting nursing student engagement, and improving learning outcomes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDesign\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA mixed method of quasi-experimental design and narrative input design, were used to achieve the study aim and objectives.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSample\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA convenient sampling was used to collect all available student nurses who were in the six-level of undergraduate nursing program.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA Quantitative data was analyzed using SPSS, and qualitative data was summarized using coded and categorized inputs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResult\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Word wall game, Padlet platform, and student feedback on digital technologies were positive.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThese tools were perceived as helpful, effective, and beneficial for enhancing the learning processes and experience, increasing motivation, and facilitating communication and collaboration.\u003c/p\u003e","manuscriptTitle":"Using Digital Technologies to Promote Nursing Students' Learning in the Connected Classroom","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-05-08 16:59:56","doi":"10.21203/rs.3.rs-4289285/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"61acba96-78dc-4fa9-9e10-c7d6d82dcce8","owner":[],"postedDate":"May 8th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-06-25T12:31:18+00:00","versionOfRecord":[],"versionCreatedAt":"2024-05-08 16:59:56","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4289285","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4289285","identity":"rs-4289285","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}