Affiliations: School of Foreign Languages, Harbin University of Science and Technology, Harbin, Heilongjiang 150080, China | E-mail: pengbingzhuan@163.com
Correspondence:
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Corresponding author: School of Foreign Languages, Harbin University of Science and Technology, Harbin,
Heilongjiang 150080, China. E-mail: pengbingzhuan@163.com.
Abstract: To expand the application of mobile technology and smart classroom environment in education, and explore their influence on learning engagement, this paper, based on the Situated Cognition Theory, took 296 sophomores from six universities in China as the research objects and investigated the relationship between mobile technology, smart classroom environment, and learning engagement. The findings show that: (1) in the mobile technology and smart classroom environment, the frequency of learning by mobile devices in class, the frequency of learning by mobile devices after class, the duration of learning by mobile devices in class, the duration of learning by mobile devices after class, the hardware environment, software resources, and technology acceptance have positive effects on learning engagement; (2) mobile technology and smart classroom environment can better mobilize learners’ interest and initiative in learning and increase learners’ engagement in learning; (3) mobile technology and smart classroom environment can greatly improve college learners’ behavioural engagement, emotional engagement, and cognitive engagement respectively. This study helps turn the learners’ external learning needs into their internal learning motivation, thus enhancing their learning engagement.
Keywords: Mobile technology, smart classroom environment, learning engagement, Situated Cognition Theory, intercultural communication
