Examining the effect of seat location on students’ real-time social interactions in a smart classroom using experience sampling method

Wang, Jiaojiao; Xie, Kui; Liu, Qingtang; Long, Taotao; Lu, Guoqing

doi:10.1007/s40692-022-00229-9

Cited by 12 publications

(9 citation statements)

References 47 publications

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“…, 2020). Compared with traditional classrooms, smart classrooms provide a vivid learning environment through the materialization of a typical smart learning environment that contains equipment such as cameras and recording equipment, interactive whiteboards and mobile devices, which can be connected with student-controlled displays, wireless Internet and educational management software (Wang et al. , 2022a).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The traditional classroom is not conducive to the cultivation of students' critical thinking (Cui et al, 2020). Compared with traditional classrooms, smart classrooms provide a vivid learning environment through the materialization of a typical smart learning environment that contains equipment such as cameras and recording equipment, interactive whiteboards and mobile devices, which can be connected with student-controlled displays, wireless Internet and educational management software (Wang et al, 2022a). In the smart classroom, advanced technology and equipment help improve the teaching effects (Yang et al, 2018).…”

Section: Teachers' Intention To Switch Classroomsmentioning

confidence: 99%

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Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

Zhu

Peng

Yang

2023

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PurposeThis study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.Design/methodology/approachThe proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.Findings(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.Originality/valueThis study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Teachers' Intention To Switch Classroomsmentioning

confidence: 99%

Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

Zhu

Peng

Yang

2023

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“…Sun and Hsiu (2022) [25] also found that the classroom response system could facilitate interaction among learners and content, enhance students' engagement with entrepreneurial knowledge acquisition, and improve students' motivation. Wang et al (2022) [26] conducted research in the smart classroom to investigate the association of the layout of smart classroom and real-time social interactions.…”

Section: Research Status Of Classroom Interactionmentioning

confidence: 99%

Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom

Shi

et al. 2022

Sustainability

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Interaction in the classroom plays the key role for cultivating students’ 21st century skills. Insufficient breadth of interaction, uneven interaction opportunities, and chaotic interaction existed in many classrooms. With the integration of technology into education, many smart classrooms were built, with one of the aims being to promote interaction. However, the differences of interaction behaviors and engagement in a smart class versus a traditional class could rarely be found in literature, especially with the same teacher lecturing in both classes. In this study, a quasi-experiment was conducted by one experienced English teacher lecturing in a smart classroom with students and a traditional classroom with students for one semester. Research data were obtained by coding the 8 class videos with the proposed “Classroom Interaction Analysis Framework” and the adapted engagement questionnaire, and the data were analyzed using SPSS 24. Results showed that there were no significant differences in either interpersonal interaction or human–technology interaction; however students experienced significantly more engagement in the smart classroom. The reasons were analyzed and interaction patterns in smart classroom were discussed. Finally, a smart classroom interaction model was proposed to promote classroom interaction by considering the interplay of pedagogy, space, and technology.

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“…The smart and traditional multimedia classrooms are two different learning environments (Guo and Zheng, 2012;Liu and Zhen, 2019;Wang et al, 2022). The smart classroom refers to a physical classroom integrated with advanced forms of educational technology such as interactive boards, management systems, audio/visual 10.3389/fpsyg.2022.1047027 elements, and mobile computing to increase the instructors' ability and facilitate students' learning beyond the possibilities of the traditional multimedia classrooms (Wang et al, 2022). Although the traditional multimedia classrooms use multimedia educational technology, they urgently need to be optimized and transformed due to the outdated design concept, obsolete equipments, and a single application mode (Guo and Zheng, 2012).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective

Huang

Kong

2022

Front. Psychol.

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IntroductionThis study examined the significant differences in Chinese college students’ learning perceptions and outcomes between the “quasi smart” and smart classrooms under the perspective of the community of inquiry (CoI) framework.MethodsThe participants were 275 freshmen students who took the “college physics” hybrid course in the spring of 2022 at a four-year university in central China. Data were collected from the CoI survey, a follow-up focus group interview with ten randomly selected student participants, and a semi-structured interview with the instructor.Results and discussionThe results indicated that the students’ perceptions of the teaching, social, and cognitive presences were significantly higher in the smart classroom than in the “quasi smart” classroom; further, students in the smart classroom achieved significantly higher course marks than those in the “quasi smart” classroom. The pros and cons of these two different classroom environments were identified by the participating students and their course instructor.

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Examining the effect of seat location on students’ real-time social interactions in a smart classroom using experience sampling method

Cited by 12 publications

References 47 publications

Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom

College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective

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