The Impact of Interactive Classroom on College Students’ Engagement and Perception of Classroom Environment: A Case Study of Sichuan University of Culture and Arts in China
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Abstract
The present study aims to investigate whether the implementation of interactive classroom strategies by teachers has an impact on students' perception of the psychosocial dimension of the classroom environment and their engagement in class. To investigate teachers' attitudes and perspectives towards the implementation of interactive teaching strategies and tools in the classroom. A mixed-method research design incorporating quasi-experimental methods and interviews was employed. This study focuses on students from Sichuan University of Culture and Arts in China, with 64 participants assigned to the control group and 66 to the experimental group. The control group received traditional instruction, while the experimental group was instructed using the Super Star Learning application. The independent samples t-test was employed to test the hypotheses. The findings indicate that the experimental group outperformed the control group in measures of engagement, cohesiveness, satisfaction, task orientation, innovation, individualization, behavioural engagement, cognitive engagement and affective engagement with the exception of personalization. Therefore, the implementation of interactive classroom strategies by teachers can enhance students' engagement and perception of the classroom environment. Moreover, the adoption of interactive teaching approaches also serves as a valuable reference for educators in selecting and utilizing instructional tools.
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