Abstract

This study aims to explore a Complexity Project assignment delivered to fourth-year undergraduate nursing students in traditional versus technology formats. We used mixed methods and administered close and open-ended surveys measuring students’ enjoyment, learning, sense of community, and use of technology. A total of seventy-five students (traditional group n = 41; technology group n = 34) participated. Data indicated most students found the Complexity Project an enriching learning experience (traditional 95% and technology 67%). Students found project-related activities (traditional 80% and technology 48%) enjoyable. The traditional group favored Canva (53%) for its familiarity, ease of use, and free creative features, while for the technology group, a WordPress website was created, which students found “user-friendly,” “interactive,” and “aesthetically pleasing.” The sense of community was stronger among the technology group (54% versus 13%). WordPress allowed the technology group to share assignments in an open space and provide feedback on their peers’ work. Our qualitative data—i.e., 362 textual responses (traditional group: n = 224; technology group: n = 138)—revealed nine themes, including the suggestions to improve the project. Research indicates that there is no universally ideal format for assignments. Students respond to format differently based on their diverse learning needs and experiences Clearly defined learning outcomes support students’ learning regardless of format variations. Assignments that blend individual and group work, apply Universal Design for Learning principles, and intentionally incorporate technology can enhance students’ learning experience, and enjoyment, and foster a sense of community.