Technologies, when embedded in instruction can provide unique opportunities for interaction. In this paper, to exploring the influence of digital equipment on interaction quality in Technology-rich Classroom, 54 lectures were observed in Hong Kong, Beijing and Shenzhen, and 626 interaction processes were recorded. The main conclusions are the following: (1) Interaction frequency, interaction object and interaction content in technology-rich classroom has been definitely enriched by digital equipment. Interaction quality in technology-rich classroom is extremely good, with an average score of 2.33 (1-3 scores). (2) From the perspective of "ownership" relationship between digital equipment and student, technology-rich classrooms are classified into three types. "Group-own" classroom is more helpful than "Individual-own" classroom for interaction quality. (3) Interactive whiteboard do not necessarily achieve more performance than multimedia-projector. But, interactive whiteboard could play an important role on interaction quality when 1:1 Pad/Laptop involved in classrooms. (4) Digital equipment and learning activities are collaborating to impact on interaction quality.
|Publication status||Published - Jul 2016|
|Event||The 16th IEEE International Conference on Advanced Learning Technologies (ICALT 2016) - Austin, United States|
Duration: 25 Jul 2016 → 28 Jul 2016
|Conference||The 16th IEEE International Conference on Advanced Learning Technologies (ICALT 2016)|
|Abbreviated title||ICALT 2016|
|Period||25/07/16 → 28/07/16|
CitationWang, X.-C., Kong, S.-C., & Huang, R.-H. (2016, July). Influence of digital equipment on interaction quality in technology-rich classroom sign in or purchase. Paper presented at The 16th IEEE International Conference on Advanced Learning Technologies (ICALT2016), The University of Texas, Austin, USA.
- Comparative study
- Classroom observation
- Technology-rich lecture