The Effects of Smart Classroom-Based Instruction on College Students’ Learning Engagement and Internet Self-efficacy

The purpose of this study was to investigate the effects of smart classroom-based instruction on students’ learning engagement and internet self-efficacy. A quasi-experiment study was conducted using a sample of 96 freshmen from a university in central China. While students in one class employed the smart classroom-based instructional approach, students in the other class employed the traditional one. Students in both classes studied the course of literature texts reading for three months. Students’ pre- and post- surveys showed that the students with the smart classroom-based instructional approach had a significantly higher level of learning engagement and internet self-efficacy than did the students with the traditional one, which indicated that using smart classroom can increase students’ learning engagement and internet self-efficacy when cooperated with an appropriate instructional approach.