Impact of Intelligent Classroom Environment on Students’ Learning Motivation and Self-efficacy in Vocational College

He Yao; Lim Boon Hooi; Gao Yan; Ma Xiao; Zhang Tingxiu; Zhang Wenyu

doi:10.21834/e-bpj.v10i31.6512

Authors

He Yao Faculty of Foundational Education, Anhui Vocational College of City Management, China
Lim Boon Hooi Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Gao Yan Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Ma Xiao Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Zhang Tingxiu Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Zhang Wenyu Faculty of General Education, Beihai University of Art and Design, China

DOI:

https://doi.org/10.21834/e-bpj.v10i31.6512

Keywords:

Intelligent classroom environment, Learning motivation, Self-efficacy, Aerobic dance

Abstract

This study examines the impact of intelligent classrooms on students' learning motivation and self-efficacy in aerobics courses. By comparing traditional and intelligent classroom environments, the research finds that the interactive tools, multimedia resources, and real-time feedback in intelligent classrooms significantly enhance students' motivation and self-efficacy. The results suggest that intelligent classrooms improve the learning experience by fostering engagement, confidence, and achievement, supporting their adoption in physical education curricula to boost student satisfaction and outcomes.

References

Bandura, A. (1997). Self-efficacy: the Exercise of Control. W. H. Freeman.

Boaler, J. (2002). Experiencing School Mathematics. In Routledge eBooks. Informa. https://doi.org/10.4324/9781410606365 DOI: https://doi.org/10.4324/9781410606365

Cheung, S. K. S., Kwok, L. F., Phusavat, K., & Yang, H. H. (2021). Shaping the future learning environments with intelligent elements: challenges and opportunities. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00254-1 DOI: https://doi.org/10.1186/s41239-021-00254-1

Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109–134. https://doi.org/10.1016/0092-6566(85)90023-6 DOI: https://doi.org/10.1016/0092-6566(85)90023-6

Dimitriadou, E., & Lanitis, A. (2023). A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in intelligent classrooms. intelligent Learning Environments, 10(1), 12. DOI: https://doi.org/10.1186/s40561-023-00231-3

Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117–128. https://doi.org/10.1207/s15326985ep4002_6 DOI: https://doi.org/10.1207/s15326985ep4002_6

Gene Lloyd, H. (2024). The role of physical self-efficacy, attitudes toward physical activity, exercise locus of control and values in adherence to aerobic dance exercise programs - ProQuest. Proquest.com. https://search.proquest.com/openview/532df1fd1408f1338923a142300ea847/1?pq-origsite=gscholar&cbl=18750&diss=y

Hou, G. (2024). Correlation Among Teacher ICT Teaching, Teacher Immediacy Behaviors, Teacher–Student Rapport, and Student Engagement in intelligent Classroom Teaching. Sustainability, 16(21), 9592. https://doi.org/10.3390/su16219592 DOI: https://doi.org/10.3390/su16219592

Ifdil Ifdil, Khairul Bariyyah, Ari Khusuma Dewi, & Itsar Bolo Rangka. (2020). The College Academic Self-Efficacy Scale (CASES); An Indonesian Validation to Measure the Self-Efficacy of Students. Citeus. https://citeus.um.ac.id/jkbk/vol4/iss4/11 DOI: https://doi.org/10.17977/um001v4i42019p115

Iqbal, H. M. N., Parra-Saldivar, R., Zavala-Yoe, R., & Ramirez-Mendoza, R. A. (2020). intelligent educational tools and learning management systems: supportive framework. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(4), 1179–1193. https://doi.org/10.1007/s12008-020-00695-4 DOI: https://doi.org/10.1007/s12008-020-00695-4

Kaur, A., Bhatia, M., & Stea, G. (2022). A Survey of intelligent Classroom Literature. Education Sciences, 12(2), 86. https://doi.org/10.3390/educsci12020086 DOI: https://doi.org/10.3390/educsci12020086

Kinshuk, Chen, N.-S., Cheng, I-Ling., & Chew, S. W. (2016). Evolution Is not enough: Revolutionizing Current Learning Environments to intelligent Learning Environments. International Journal of Artificial Intelligence in Education, 26(2), 561–581. https://doi.org/10.1007/s40593-016-0108-x DOI: https://doi.org/10.1007/s40593-016-0108-x

Owen, S., & Froman., R. (1988). Development of a College Academic Self-Efficacy Scale.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024 DOI: https://doi.org/10.1177/0013164493053003024

Pintrich, P. R., Smith, F., Garcia, T., & W. J. A McKeachie. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). 48109, 1259. https://www.researchgate.net/publication/271429287

Sun, Y., & Gao, F. (2020). An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning. Educational Technology Research and Development, 68(3), 1181-1198. DOI: https://doi.org/10.1007/s11423-019-09733-9

Wang, Y., Liu, S., Pu, L., Mao, X., & Shen, S. (2024). College Students’ Learning Experience and Engagement in the intelligent Classroom: The Mediating Role of Self-Efficacy in the Background of COVID-19. SAGE Open, 14(4). https://doi.org/10.1177/21582440241285082 DOI: https://doi.org/10.1177/21582440241285082