{"title":"A model for assessing student satisfaction with smart classroom environment in higher education","authors":"Zhicheng Dai, Ling Wang, Xian Peng, Liang Zhao, Junxia Xiong","doi":"10.1111/jcal.13045","DOIUrl":null,"url":null,"abstract":"Smart classroom environment has drawn worldwide attention, however, there is still a lack of studies that can explore and analyse potential factors, which affect students' satisfaction with smart classrooms in higher education.To assess students' satisfaction with smart classrooms in higher education, this study proposed the smart classroom environment satisfaction model based on TAM and ACSI models.A sample of 1979 Chinese college students who studied in a smart classroom environment completed a survey assessing student satisfaction with the smart classroom environment. And a structural equation modelling analysis was used to further analyse students' preferences for smart classroom environments.The results showed that student satisfaction with smart classroom environment is significantly correlated with subjective perception factors after use, such as students' perceived value (PV), user experience and perceived expectations (PE). It indicated that user experience indirectly affected overall satisfaction (OS) through its positive impact on PV, while PE indirectly affected OS through its positive impact on user experience. Second, user experience had the greatest impact on student satisfaction, followed by PV and PE. This study is a theoretical supplement to future research on smart classroom environment in higher education, and can also provide reference for relevant government departments, universities and enterprises to build and manage smart classroom environment.","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":null,"pages":null},"PeriodicalIF":5.1000,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/jcal.13045","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Smart classroom environment has drawn worldwide attention, however, there is still a lack of studies that can explore and analyse potential factors, which affect students' satisfaction with smart classrooms in higher education.To assess students' satisfaction with smart classrooms in higher education, this study proposed the smart classroom environment satisfaction model based on TAM and ACSI models.A sample of 1979 Chinese college students who studied in a smart classroom environment completed a survey assessing student satisfaction with the smart classroom environment. And a structural equation modelling analysis was used to further analyse students' preferences for smart classroom environments.The results showed that student satisfaction with smart classroom environment is significantly correlated with subjective perception factors after use, such as students' perceived value (PV), user experience and perceived expectations (PE). It indicated that user experience indirectly affected overall satisfaction (OS) through its positive impact on PV, while PE indirectly affected OS through its positive impact on user experience. Second, user experience had the greatest impact on student satisfaction, followed by PV and PE. This study is a theoretical supplement to future research on smart classroom environment in higher education, and can also provide reference for relevant government departments, universities and enterprises to build and manage smart classroom environment.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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