An Investigation of College Students’ Learning Engagement and Classroom Preferences Under the Smart Classroom Environment

A structural equation modeling analysis was conducted to investigate the relationship between the classroom preferences of college students and learning engagement (LE) in the smart classroom learning environment. Furthermore, multiple regression analysis was conducted to investigate the impact of smart classroom preferences on the sub-dimensions of LE. A total of 275 college students, who had studied in the smart classroom environment at least for a semester, responded to the survey. The results showed that three of the eight dimensions of smart classroom preferences, i.e., inquiry learning, reflective thinking, and multiple sources, have a significant positive influence on LE. Noteworthy, inquiry learning and multiple sources could significantly predict behavioral engagement; while inquiry learning, reflective thinking, and multiple sources could predict both emotional engagement and cognitive engagement. These findings of this research have practical implications for instructors and instructional designers; in that they should focus on the key factors that predict students’ different dimensions of LE. © 2022, The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd.