BACKGROUND: The use of digital technology in healthcare education has become increasingly essential, offering various tools and methods for both classroom and clinical settings. One significant area of interest is the impact of technology on student motivation, which is crucial for academic success across all age groups. This study aims to assess the effect of technology use on nursing students’ motivation, focusing on how educators integrate technology. MATERIALS AND METHODS: This quasi-experimental study was conducted at a single nursing education institution and involved 61 sec-semester nursing students. The study utilized a questionnaire comprising socio-demographic data and the Situational Motivation Scale (SMS). The students were divided into two groups: one group experienced passive use of Information and Communication Technologies (ICT), while the other group experienced active use of ICT. Data was collected before the intervention and after the intervention. RESULTS: Analyzing the pre- and post-test results for both groups, the experimental group demonstrated significantly higher scores in intrinsic motivation ( P = 0.04) and external regulation ( P = 0.02). Conversely, the control group experienced a decrease in the motivational scores. Moreover, the experimental group’s Self-Determination index average was higher. CONCLUSION: This study underscores the importance of integrating technology in a student-centered approach to enhance nursing students’ motivation. Policymakers and nursing managers should consider these findings when designing educational strategies, emphasizing student-centered approaches and active technology use to enhance motivation and improve learning outcomes in nursing education. Future research could explore longer interventions and additional motivational measures to further understand the impact of technology on student motivation.
Ali et al. (Sat,) studied this question.