Effect of Smart Classroom on Student Achievement at Higher Education

Phoong, Seuk Yen; Phoong, Seuk Wai; Moghavvemi, Sedigheh; Sulaiman, Ainin

doi:10.1177/0047239519870721

Cited by 41 publications

(23 citation statements)

References 20 publications

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“…Gambar 2. Learning event Smart classroom didefinisikan sebagai ruang kelas yang dilengkapi dengan komputer dan peralatan audio-visual yang memungkinkan guru untuk menggunakan berbagai media (Phoong et al, 2019). Smart classroom menciptakan lingkungan interaktif yang meningkatkan minat dan keterlibatan siswa dalam belajar di dalam kelas.…”

Section: Hasil Dan Pembahasanunclassified

Workshop Internet of Things (IoT)

Metandi

Nurcahyono

Najib

2022

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SMK Negeri 7 Samarinda aspires to be a world-class information and communication technology school. It is important for students to understand about technology advancements in order to become employable human resources in the workplace. Teachers' roles in schools are critical in helping students learn this, hence vocational school teachers should have Internet of Things (IoT) training. The workshop will take place entirely online, utilizing Google Meet. Following the training, it can be inferred that partners will have a simple understanding of the IoT technology work system, particularly when the pilot is deployed. Partners can learn and grasp the notion of blended learning models with IoT through workshops and facilities.

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Section: Hasil Dan Pembahasanunclassified

Workshop Internet of Things (IoT)

Metandi

Nurcahyono

Najib

2022

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“…According to Zhu et al (2016), there are three essential elements in technology integration: learner, teaching, and technology presence. All these presences can be supported and enhanced in a single instructional software called Smartboard (Akars, 2020;Aktas & Aydin, 2016;Aldosari et al, 2022;Higgin, 2010;Phoong et al, 2019), SMART Notebook (Goodman et al, 2013;Nitza & Roman, 2017;SMART Tech, 2014) or their integration with students' assessment device-Clickers (Krajcik & Mun, 2014). Learning is transformed, and physical experimentation needs to be modernized (Phoong et al, 2019), replacing it with virtual demonstration and visualization (Aldosari et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of Smart Technologies in Chemistry Teaching and Learning of Grade Eleventh Students in the Gambia

Abdou¹,

Karegeya²,

Ladage³

2022

Proceedings of the 5th International Conference on the Future of Education

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Chemistry education in The Gambia is challenged by a lack of laboratory and human resources. The consequences have been unsatisfactory learning outcomes in the Gambian secondary school system. Smartboards, Smart notebook software, and touchscreen laptops were considered to influence learning outcomes. Therefore, a comparison was made between this method and the traditional method. The study used the randomized pre-test-post-test group design to select 284 students by convenient sampling and place them in each experimental and control group. While the experimental group was taught using multifunctional approaches, the social constructivism paradigm, and smart learning objects, the control group was taught using traditional methods, laboratory equipment, and worksheet problem-solving. The effectiveness of the teaching methods was determined by the mean scores on pre-tests and post-tests. Pre-test mean ranks on academic achievement computed using the Mann-Whitney U test indicated no significant difference between the experimental and the control group. However, in the post-test, there was a significant difference (p = 0.003) between the groups, favouring the experimental group. In addition, a higher mean rank was found in the experimental group than in the control group on concept knowledge and application. The results support the current use of modern technology in science teaching and imply that smart technologies can lead to better learning outcomes in the Gambian context if they were to be used extensively in the secondary school system. However, a further study that will determine the level of effectiveness of each of the methods of teaching by comparing the difference between pre-test and post-test scores for each group may be needed in the future, as this will indicate a better measure of the effectiveness of the methods in enhancing students' academic performances.

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“…This creates a visual effect that shows the object moving and creates a sense of excitement. Both AR and VR as elements of the mixed reality continuum rely on the humancomputer interaction [17].…”

Section: Augmented Realitymentioning

confidence: 99%

Augmented Reality Interactive Learning Model, using the Imagineering Process for the SMART Classroom

Wannapiroon¹,

Nilsook²,

Kaewrattanapat³

et al. 2021

TEM Journal

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The objective of this research is to create an augmented reality interactive learning model, using the Imagineering process for the SMART classroom. The overall method is divided into 4 stages: (1) development of the augmented reality interactive learning model; (2) development of using augmented reality learning materials; (3) development of best practices teachers of ICT; and (4) expanding these results with the augmented reality interactive learning model. The target group for the research is 30 excellent tertiary teachers, 20 vocational instructors, 600 vocational students and 900 tertiary students. Qualified experts certified that the interactive learning model developed is at the most appropriate level. The interactive learning material activities consist of four main processes: preparation, prototype teacher development, outreach, and evaluation. The results of evaluation indicate that the quality of creative innovation is at the highest level.

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Effect of Smart Classroom on Student Achievement at Higher Education

Cited by 41 publications

References 20 publications

Workshop Internet of Things (IoT)

Workshop Internet of Things (IoT)

Effectiveness of Smart Technologies in Chemistry Teaching and Learning of Grade Eleventh Students in the Gambia

Augmented Reality Interactive Learning Model, using the Imagineering Process for the SMART Classroom

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