Research On The Effects Of Situational Perception On Student Engagement In Smart Classroom

With the development of information technology,as a typical rich media learning environment,smart classrooms have gradually become one of the important scenes for instructional activities in colleges.Student engagement in smart classroom environment is a malleable state,which is influenced by media environment and individual factors.This state will fluctuate with the progress of teachers’teaching,social interaction,and the use of new learning media.These situational perception factors and individual factors are interwoven together,which will affect the student engagement.However,most research used self-report to measure engagement.But traditional self-report has recall bias and the potential for giving socially desirable answers,so it is difficult to effectively capture the characteristics of such dynamic fluctuations and reveal the influence mechanism of instructional situation perception on engagement in smart classroom environment.Integrating self-determination theory,social cognitive theory and other learning theories,the experience sampling method(ESM),questionnaire survey and other research methods were mainly used to dynamically capture individual perception and engagement in a real fied.In order to reveal the dynamic relationship among individual location,situation perception and engagement in smart classroom,this study aimed to(1)explore the influence factors of location selection preference in the classroom environment;(2)explore the influence of spatial location factors on instructional situation perception;(3)explore the influence mechanism of instructional situation perception on engagement;(4)explore the longitudinal dynamic influence of spatial location selection,instructional situation perception and engagement.Some contributions made in this study are as follows:First,we analysed the influencing factors of location selection preference in the classroom environment.To investigate factors affecting the location preference of smart classrooms,we chose two typical smart classroom layouts of round table type and seedling type.The questionnaire survey method was mainly used to analyze the preference characteristics and motivation level.And logistic regression was used to explore the influencing factors of the individual’s seating preference for these two classroom layouts.The study found that the preference area presented a triangular feature,and the nonpreference area was relatively scattered;the individual’s autonomous motivation is higher than the controlled motivation and the level of self-efficacy is higher;individual characteristics can only predict the distance between the student and the teacher or the platform in the smart classroom,and the distance from the center of space.Second,we explored the influence of spatial location factors on instructional situation perception.Aiming at the influence of the location and its preference of smart classrooms on the situational perception and engagement,the study adopted quasi-experimental research methods to explore the differences in the influence of location preference,actual location and location matching on situational perception.The research results showed that:(1)compared with students who prefer to be far from the center point,students who prefer closer to the center point have higher behavioral involvement.(2)Compared with the actual learning far away from the platform,the students who are closer to the platform have higher perceptions of social interaction,behavioral involvement,emotional involvement,and flow experience.(3)Compared with students who match the distance from the platform and the center,students who do not match the position have a higher perception of the instructional situation.Third,we explored the influence mechanism of instructional situation perception on engagement.In order to explore the mechanism of situational perception on student engagement,this research adopts experience sampling method to longitudinally track and capture the situational perception and engagement of 102 students in the classroom,and obtain a total of 531 experience sampling response records.Hierarchical linear model analysis was adopted to analyze the data of the two-layer nesting structure at the activity level and the inter-individual level to test the effect of individual factors and environmental perception factors on students’ behavioral,cognitive,and emotional engagement.First,the research results show that,for behavioral engagement,autonomous motivation and controlled motivation have a significant impact on behavioral engagement at the inter-individual level;at the activity level,social support perception has a significant impact on behavioral engagement.Second,in terms of cognitive engagement,at the inter-individual level,the autonomous motivation and selfefficacy of the students’ curriculum have a significant impact on the deep cognitive engagement in specific learning activities;at the activity level,situational perception has a significant impact on cognitive engagement.Specifically,media perception significantly affects shallow cognitive engagement,teacher support perception significantly affects deep cognitive engagement,and social interaction has a positive effect on students’ deep and shallow cognitive engagement.Third,for emotional input,at the inter-individual level,self-efficacy and autonomous motivation can significantly predict student emotional engagement;at the activity level,teacher support perception and social interaction perception can significantly predict student emotional engagement.Fourth,we explored the longitudinal dynamic influence of spatial location selection,instructional situation perception and engagement with the support of real-time data.In order to further explore the temporal relationship,the data sources of location,perception and engagement measured by 98 subjects in three temporal sequences were selected.Cross-lag analysis was used to analyze the cross-lag effect of perception and behavior engagement,deep cognitive engagement,and emotional engagement,and analyze the reverse effect of learning engagement on the perception of the situation.Through the logistic regression,the influencing factors of the student’s actual location selection are analyzed.The results of the research show that individual preferences and learning motivations cannot predict the actual distance between humans and computers;while individual preferences and student motivations can partially predict the actual interpersonal distance.This research has some innovation in research perspective,theoretical framework and methodology.Specifically,the physical factor of "location",as well as students’ perception and engagement,was brought into the research horizon.Integrating social cognition theory,selfdetermination theory and other theories,we puts forward a theoretical framework on the relationship between situational perception and engagement in smart classroom environment.Experience sampling method was mainly used to capture individuals’ perception and engagement in real field,and the relationship model between instructional situation perception and engagement in rich media environment was verified empirically.Finally,this research has certain practical value for guiding education and instruction in the smart classroom environment.Intelligent technology and convenient equipment will not automatically promote students’ deep cognitive engagement.Compared with the "human-machine interaction",the"interpersonal interaction" such as teacher support and social interaction is more important.The role of smart classrooms lies in the instructional "wisdom" of teachers,which is reflected in teachers’professional literacy,information literacy,and information instructional ability.In a smart classroom environment,teachers should focus on students’ preferences,pay more attention to cultivating students’self-efficacy in the curriculum,improve students’ cognition,emotion,and support,and enhance students’social interaction.Teachers should promotes individual engagement,especially deep cognitive engagement,in smart classroom instructional activities from dynamic and longitudinal perspective,which in turn promotes the occurrence of individual deep learning in a rich media environment.