الفهرس 
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Abstract
The technological advances in the 21st century have induced a profound change in higher education and the society in general. The focus of higher education institutions is the preparation of future professionals, which increases pressure to use the new information and communication technologies in teaching and learning process. Nursing faculties need to understand the unique aspects of digital interactive classroom and develop a new pedagogy for teaching in the virtual classroom by innovative educational technology methods. One of the learning and teaching tool that promote digital interactive classroom and virtual reality, is ThingLink application. It has been designed with a user-friendly interface to engage the students with the learning content and helps them to visualize the newly presented information in three modes: (i) by watching the instructional videos and looking at the pictures associated with it, (ii) by reading relevant texts and brief descriptions, and (iii) by hearing the audio tagged in the ThingLink application. The use of thinglink has improving students‟ creativity, critical thinking skills and creating meaningful learning increased over recent years as it is able to explore, collaborate, invent, inquire, and acquire new knowledge using this application.
Aim of the study
This study aims to determine the effect of digital interactive classroom using ThingLink platform on nursing students‟ knowledge retention and learning motivation.
Research hypothesis
• Nursing students who learn by using the ThingLink platform exhibit a higher learning motivation level than those who do not.
• Nursing students who learn by using the ThingLink platform exhibit a higher knowledge retention level than those who do not.
Study Design:
Plan of the study
Materials
The aim of this study was
To determine the effect of digital interactive classroom using ThingLink platform on nursing students‟ knowledge retention and learning motivation.
The following hypotheses were examined and approved in the current study:
1- Nursing students who learn by using ThingLink platform exhibit higher learning motivation level than those who are not.
2- Nursing students who learn by using ThingLink platform exhibit higher knowledge retention level than those who are not.
Research design:
A quasi-experimental research design was used in this study.
Setting:
The study was conducted at El Qabbary Technical Nursing Institute in Alexandria governorate, which is affiliated to the Ministry of Health. This institute was established in 2013 for female students only, with five years (levels) academic certificate. It was consisted of two stages; first stage consisted of first, second, and third levels in which the student study secondary school courses and nursing school courses in Arabic language while second stage consisted of the same nursing course in English language.
Subjects:
The subjects of this study comprised of all nursing students ( 69 ) who were registered in the fourth academic level and enrolled in the “Fundamentals of Nursing Course” during the first semester of the academic year 2021-2022.
They were assigned randomly into two groups; the study groups 34 nursing students and control groups 35 nursing students.
Two tools were used in this study for data collection:
Tool I: Nursing Students’ Knowledge Questionnaire:
This tool was developed by the researcher after reviewing the fundamentals nursing book assigned to these students by the Ministry of Health. It was used to assess the nursing students’ knowledge and information retention level of fundamentals of nursing courses. It included structured questions that corresponded to the learning objectives of the course. Questions consisted of 30 questions with 3 categories; MCQ (10 questions /10 grades), True& false (10 questions /10 grades), and matching (10 questions /10 grades). The correct answer was taking one grade and the incorrect answer was taking zero. The total score was 30 grades, which was interpreted as follows: less than 48% indicates a poor knowledge rate, ≥ 48 -72 % signifies a moderate knowledge rate, and > 72% points to a high knowledge rate. The higher the score the higher the knowledge retention level.
The tool’s reliability was calculated using Cronbach’s Alpha test and it was reliable and the test coefficient value was 0.757. Students’ personal and academic characteristics sheet was attached to the tool which included: name, age, gender, E-mail, computer level, and English level) (Appendix I) .
Tool II: Nursing Students’ Motivated Learning Strategies Questionnaire (MSLQ).
This tool was developed by Duncan and McKeachie (2010). It was adapted by the researcher to be applicable for measuring technical nursing students’ learning motivation.
It consists of 25 statements with 5 points Likert scale ranging from strongly agree (5) to strongly disagree (1). The total score ranged from 25 to 125 and was interpreted as follows; from 25 < 60 a low learning motivational level, from ≥ 60-90 a moderate motivational level, and >90- 125 a high motivational level. The tool’s reliability was calculated using Cronbach’s Alpha test, it was reliable and the test coefficient value was 0.898 (Appendix II )
Method:
a. An approval from the Ethics Research Committee at the Faculty of Nursing; Alexandria University was obtained.
b. Official permission to conduct the study was obtained from the Dean of the Faculty of Nursing; Alexandria University and the Head of Nursing Education Department.
c. Written informed consent was obtained from every nursing student after explanation of the study’s purpose and assurance about the confidentiality of the obtained data.
- Tools’ content validity was tested by a jury of five experts in the related field and the necessary modifications were done which included some modifications in sentence formation.
- Tools I, II were tested for their reliability and the tools were reliable.
- A pilot study was carried out on 10% of the sample size (7 students) to ascertain the clarity and applicability of the tools. The results of this study revealed that; all the tools were clear, and applicable and no modifications were done.
- The student was allocated randomly as:
• Study group (I): it comprised 34 nursing students; who received the content of the Fundamentals of Nursing course using face-to-face lecture through electronic thinglink interactive classroom platform.
• Control group (II): it comprised 35 nursing students; who received the content of the Fundamentals of Nursing course using face-to-face lecture through traditional classroom.
- Data collection was carried out during the first semester of the academic year 2021-2022.
- Tool I was used three times; as a pretest, achievement posttest and as information retention test after 3 weeks of finishing the Thinglink programe (after14 weeks of the course beginning). While tool II was used two times as pretest and posttest after the application of thinglink application.
- Tools were tested for reliability using Cronbach’s Alpha test. The tools were reliable and their coefficient values were 0,895 and 0.898 for tool I and tool II respectively.
- The study was conducted through three phases: preparation, implementation, and evaluation phase.
Phase (I): Preparation phase: During this phase, the researcher, content, students, and environmental classroom were prepared.
Phase (II): Implementation phase: In this phase, the researcher implemented the Thinglink program lesson plan. The researcher performed a pretest for both the study and control groups using the two tools to assess the student’s knowledge and motivated learning strategies level. The tools are administered electronically.
The study program was applied on 14 weeks / 1 lesson/ 3 hours/week.
❖ Each lesson plan was planned and designed on the program as hyperlink content for videos, audio, 2D and 360 images, poster, concept map, google map, pdf, PowerPoint, mind map for lecture explanation, and game-based learning; as evaluation methods.
❖ It was prepared by the researcher and students‟ groups. All lectures were augmented in the immersive reader book of the thinglink program.
❖ In each lesson plan the researcher applied a specific thinglink programming feature that was used related to the lecture as the Canva program was used to design the certificate for super student, 2D image and 360 image were used to design back ground of the lecture, and Map program was design the sites of clinical for easy to students go to clinical place. Moreover, time a line to design classroom rules. Also, the presentation was design for PowerPoint presentation.
❖ The program interface was linked between the researcher and the student, once the student engaged in the program feature it will appear in the researcher‟s interface; how many students opened the spots, how many times made click, and how many times open the link through statistical review of the program.
Phase (III): Evaluation phase
- In this phase the researcher assessed the students in both the study and control groups to evaluate their achievement level using tools I at the end of the course.
- To evaluate the effectiveness of the proposed thinglink program on students’ information retention level; the retention test (tool I) was conducted for the study and control groups after 3 weeks and after 3 months from the end of program.
- Statistical analysis: data were organized; computerized; tabulated and analyzed using quantitative and qualitative approaches.
Results of this study
The main results of the current study revealed that:
There were highly statistically significant differences between both groups after 3weeks and after 3 months of applying the Thinglink program in relation to students’ knowledge retention (p 0.000 and 0.000 respectively) in favor of the study group.
There were highly statistically significant differences between both 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.
It can be concluded from the present study that:
There is a statistically significant difference between the mean scores of students in the pre and post-program in each of information retention test and motivation test in favor of the study group. This indicates that the Thinglink program had contributed to the development of knowledge retention and motivation among students of the Elqabbary Institute of nursing.
Finally, the research findings and results showed that ThingLink is a clever tool that makes annotating digital items super simple, It can use images, pictures, videos, or 360-degree interactive images for tagging. By adding tags, you can allow students to interact with the media, drawing more detail from it. The ThingLink is a powerful way to use technology to make education more engaging
Furthermore, ThingLink quickly and simply allows us to take base media (images, videos, 360 media, and 3D models) and add tags, links, and other resources to create a dynamic interactive experience that is easily shared with the learners. Adding multimedia tags encourages an active learning process. Users engage with the media, drawing more detail from it, fundamentally changing the way that the visual media can be used to teach and convey ideas.
The main recommendations of this study:
The following are the main recommendations of the study:
Recommendations for the school administration: -
Preparing the appropriate mechanisms for the development of the Thinglink Curricula and academic regulations by the mission, vision, philosophy, and teaching strategies.
Providing technological infrastructure and resources for the success of the interactive classroom
Providing a library equipped with recent references about educational technology and digital interactive classrooms.
Recommendations for the nursing educator: -
Developing and conducting the Thinglink workshops for all nurse educators, at Elqabbary Nursing Institute to raise their awareness about the importance of digital interactive classrooms and to increase their competencies in applying it.
Encouraging the use of the Thinglink program differently in classrooms as (virtual reality, augmented reality, electronic portfolios, sicario learning, flipped classroom, blended learning …….)
Utilizing Thinglink to create interactive study guides, quizzes, and other materials that you learn more effectively.
The use of Thinglink to create interactive portfolios that showcase the work, including images, videos, and links to the projects, papers, and other academic work.
Recommendations for the student: -
Creating an electronic portfolio using the Thinglink program.
Creating group projects and activities using the Thinglink program that creates the interactive content.
Recommendation for further studies:
Study to determine the effect of the Thinglink program on students‟ clinical performance.