Enhancement or Impediment? How University Teachers’ Use of Smart Classrooms Might Impact Interaction Quality

Abstract

Technology’s involvement in teaching and learning is identified as an opportunity to bolster sustainable development in education. However, how it influences teaching quality and classroom interaction is a hotly debated subject, and the variations in interactions, by different technologies, between students and teachers in Smart Classrooms, particularly the ways in which interactions are impacted, are rarely discussed in existing research. The present study examines the effects of various degrees of technology on the quality of interactions in university-based Smart Classrooms based on an analysis of 38 courses, which were recorded and analysed over a three-year period. Also, an instrument to analyse interaction quality in a university Smart Classroom (USCIQAS) was developed. The results showed that advanced technological applications increase the quality of classroom interactions, particularly those involving student–teacher (ST) interactions, although it has a lower effect on the social–emotional outcomes of student–student (SS) interactions. Based on these findings, in order to maximize the potential of Smart Classrooms to improve classroom interactions, both teachers and students should be encouraged and trained to use technology. Teachers may also need to improve their pedagogy and technology use in tandem to avoid the risk of lower social–emotional outcomes of SS interaction.