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<p>The application of digital technology in English smart classrooms in colleges and universities explores its impact on teaching effectiveness and students’ academic performance. Based on digital technology, this study examines the construction of English smart classrooms in colleges and universities and its impact on teaching effectiveness. The study collects and analyzes 590,000 teaching behavior data, uses a clustering model to explore teachers’ teaching behaviors, and constructs a set of algorithmic overlay methods for evaluating students’ performance. Through the six-month competent classroom teaching practice, the experimental group showed significant improvement in thinking ability, learning effect and achievement. Specifically, the experimental group’s mean values of verbal thinking, creativity, and critical thinking dimensions were higher than those of the control group by 0.663, 0.572, and 0.581, respectively, and the synergistic ability and problem solving ability were higher by 8.96% and 15.59%, respectively. In addition, the experimental group’s learning attitude, process participation and knowledge mastery were significantly improved, and their academic performance improved by 5.941 points during the experiment. These data confirm the effectiveness of the intelligent classroom in improving learning effect and achievement.</p>
</abstract>

The application of digital technology in English smart classrooms in colleges and universities explores its impact on teaching effectiveness and students’ academic performance. Based on digital technology, this study examines the construction of English smart classrooms in colleges and universities and its impact on teaching effectiveness. The study collects and analyzes 590,000 teaching behavior data, uses a clustering model to explore teachers’ teaching behaviors, and constructs a set of algorithmic overlay methods for evaluating students’ performance. Through the six-month competent classroom teaching practice, the experimental group showed significant improvement in thinking ability, learning effect and achievement. Specifically, the experimental group’s mean values of verbal thinking, creativity, and critical thinking dimensions were higher than those of the control group by 0.663, 0.572, and 0.581, respectively, and the synergistic ability and problem solving ability were higher by 8.96% and 15.59%, respectively. In addition, the experimental group’s learning attitude, process participation and knowledge mastery were significantly improved, and their academic performance improved by 5.941 points during the experiment. These data confirm the effectiveness of the intelligent classroom in improving learning effect and achievement.

Digital Technology Boosts the Construction of English Smart Classroom in Colleges and Universities

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

The application of digital technology in English smart classrooms in colleges and universities explores its impact on teaching effectiveness and students’...

Digital Technology Boosts the Construction of English Smart Classroom in Colleges and Universities

Online veröffentlicht: 26. Feb. 2024

Seitenbereich: -

Eingereicht: 17. Jan. 2024

Akzeptiert: 26. Jan. 2024

DOI: https://doi.org/10.2478/amns-2024-0658

Schlüsselwörter
Digital technology, Smart classroom, Clustering model, Algorithm overlay, Teaching practice

© 2024 Lei Jiang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Digital Technology Boosts the Construction of English Smart Classroom in Colleges and Universities

Online veröffentlicht: 26. Feb. 2024

Seitenbereich: -

Eingereicht: 17. Jan. 2024

Akzeptiert: 26. Jan. 2024

DOI: https://doi.org/10.2478/amns-2024-0658

SchlüsselwörterDigital technology, Smart classroom, Clustering model, Algorithm overlay, Teaching practice

© 2024 Lei Jiang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Digital technology, Smart classroom, Clustering model, Algorithm overlay, Teaching practice