Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis

This study investigated the effect of classroom settings on teacher-student interaction in higher education by comparing behavioural sequences smart classrooms (SCs) and traditional multimedia (TMCs). Twenty in-classroom teaching sessions were randomly selected from six universities South China, involving 1,043 students 23 teachers. Half taken SCs as experimental group, half TMCs control group. A behaviour coding schema was developed, a total 17,805 observable behaviours collected coded sequentially via review videos. Then, behavior pattern diagram set up to visualise lag sequential analysis results four themes, namely teacher-talk, teacher-action, student-talk student-action. Results show that compared TMCs, triggered significantly more self-initiated student actions student-driven teacher talk, while teacher-initiated talk decreased significantly, indicating students’ autonomy strengthened SC. Furthermore, teachers’ workload somewhat reduced, they obtained support with trying new pedagogies mobile terminals data-rich environment. These findings provide evidence validate increasing strengthening dominant position.