The use of digital environments in nursing education offers new opportunities for nursing students' medical mathematics learning. The aim of this study was to investigate the effects of Digital Learning Materials (DLMs) on nursing students' mathematics learning, self-efficacy, and task value. A pre-test/post-test control group design was used. Students were assigned to the DLMs group (experimental condition) or the face-to-face group (control condition). Students in both conditions completed the same assignments and discussed these with their peers and the (online) teacher via the discussion board or in the classroom setting. The results showed that the mathematics learning of students undergoing DLMs training and of those undergoing face-to-face training improved from the pretest to the post-test, but no significant differences were found between the two conditions. A significant interaction effect between condition and self-efficacy was reported, producing a large reduction in the self-efficacy of students in the DLMs condition and a small reduction in the self-efficacy of students in the face-to-face condition. No significant differences were found for students' task value. The study offers new insights for the future design of mathematics training with DLMs, focusing on students' appreciation of DLMs features, considering students with low and high learning abilities separately.
Keywords: Digital learning materials (DLMs); Nursing mathematics; Self-efficacy; Task value.
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