Effect of Digital Interactive Classroom Using Thing Link Platform on Technical Nursing Students’ Knowledge Retention and Learning Motivation | ||
| Alexandria Scientific Nursing Journal | ||
| Volume 26, Issue 2, June 2024, Pages 198-209 PDF (337.32 K) | ||
| Document Type: Research articles | ||
| DOI: 10.21608/asalexu.2024.361333 | ||
| Authors | ||
| Asmaa Ahmed Ibrahim Morsy Alghetany1; Eman El-Sayed Taha2; Heba Fahmy Ahmed Abdullah3 | ||
| 1Nursing Education, Faculty of Nursing, Alexandria University | ||
| 2Nursing Education Department, Faculty of Nursing, Alexandria University | ||
| 3Elqabbary Nursing Institute, Alexandria governorate | ||
| Abstract | ||
| Background: Nursing faculties need to understand the unique aspects of digital interactive classrooms and develop a new pedagogy for teaching in the virtual classroom through innovative educational technology methods. One of the learning and teaching tools that promotes digital interactive classrooms and virtual reality, is the ThingLink application. The ThingLink application has a user-friendly interface that allows students to engage with learning content and visualize new information in three modes: watching instructional videos, looking at pictures, reading relevant texts, and brief descriptions of learning content and visualizing information. Aim: To determine the effect of digital interactive classrooms using the ThingLink platform on nursing students’ knowledge retention and learning motivation. Settings: This study was carried out at El Qabbary Technical Nursing Institute, Alexandria Governorate. Subjects: It included 69 nursing students who represented all nursing students registered in the fourth academic level and enrolled in the “Fundamentals of Nursing Course” during the first semester of the academic year 2021-2022. Tools: Two tools were used for data collection. Tool one “Nursing Students' Knowledge Questionnaire" Tool two is the “Motivated Learning Strategies Questionnaire (MLSQ)". Results: The study showed that there were highly statistically significant differences between the groups after 3 weeks and after 3 months of applying Thinglink application in relation to students’ knowledge retention (p= 0.000, and 0.000 respectively) in favor of the study group and There were highly statistically significant differences between groups in relation to the learning motivation before and after 3 months of applying the intervention (p=0.000*) in favor of the study group. Conclusion: The Thinglink platform had a positive impact and effective tool that played a crucial role in improving knowledge retention, motivation, and active engagement among nursing students at Elqabbary Nursing Institute. Recommendations: Educational workshops should be conducted for all nurse educators to raise awareness about digital interactive classrooms using the Thinglink application in different manners as (virtual reality, augmented reality, electronic portfolios, scenario-based learning, flipped classrooms, and blended learning…) | ||
| Keywords | ||
| digital interactive classroom; Thinglink platform; knowledge retention; learning motivation | ||
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