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. Copyright © 2016 IEEE.
|Title of host publication||Proceedings IEEE 16th International Conference on Advanced Learning Technologies|
|Editors||J. Michael SPECTOR , Chin-Chung TSAI , Demetrios G SAMPSON , KINSHUK, Ronghuai HUANG , Nian-Shing CHEN , Paul RESTA|
|Place of Publication||California|
|Publication status||Published - 2016|
CitationWang, X.-C., Kong, S.-C., & Huang, R.-H. (2016). Influence of digital equipment on interaction quality in technology-rich classroom. In J. M. Spector, C.-C. Tsai, D. G. Sampson, Kinshuk, R. Huang, N.-S. Chen, et al. (Eds.), Proceedings IEEE 16th International Conference on Advanced Learning Technologies (pp. 455-459). California: IEEE.
- Comparative study
- Classroom observation
- Technology-rich lecture