ArticleBehavioral sciences (Basel, Switzerland)2024
Interrelationships among College Students' Perceptions of Smart Classroom Environments, Perceived Usefulness of Mobile Technology, Achievement Emotions, and Cognitive Engagement.
Article in Behavioral sciences (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Article
- Influencing mechanisms of undergraduates' continuous learning behavior in the context of intelligent technology: an empirical analysis.Frontiers in psychology · 2026Article
- A comparative analysis of traditional classroom and future classroom lab in mathematics education: exploring pre-service teachers' emotions and self-efficacy beliefs.Frontiers in psychology · 2026Article
- How digital leadership impacts community resilience: a moderated mediation model.Frontiers in public health · 2025Article
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Authors and funding
5 authors.
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Abstract
Cognitive engagement is a crucial factor that shapes successful learning outcomes, but our understanding of the factors that influence such engagement in the smart classroom context remains limited. This study aims to narrow this research gap by exploring the relationships among college students' perceptions of the smart learning environment, perceived usefulness of mobile technology, achievement emotions, and cognitive engagement. A total of 1293 college students completed an online questionnaire survey, and 1076 valid responses were received. Structural equation modeling was used to analyze the interrelationships among these factors. The results revealed that students' perceptions of the smart classroom environment and perceived usefulness of mobile technology as well as two achievement emotions (pride and anxiety) significantly impact cognitive engagement. Both pride and anxiety act as mediators in the relationships among perceptions of smart classroom environments, the perceived usefulness of mobile technology, and cognitive engagement, in which context the mediating effect of pride is stronger than that of anxiety. These findings have practical implications for instructors, who should focus on implementing strategies that promote positive achievement emotions when students use mobile technology in smart classrooms. Additionally, these findings can inform the design and construction of smart classroom environments. Moreover, our study has limitations due to reliance on online data collection and self-reported data, which may introduce biases and measurement errors. Future research should incorporate multimodal data and advanced technologies for a comprehensive assessment to better understand students' engagement in smart learning environments, while also considering individual factors and the educational context to enhance the effectiveness of mobile technology in supporting students' emotions and achievement.
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Registered trials
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