{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,9,11]],"date-time":"2024-09-11T17:38:32Z","timestamp":1726076312431},"reference-count":69,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2022,2,15]],"date-time":"2022-02-15T00:00:00Z","timestamp":1644883200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100001809","name":"National Natural Science Foundation of China","doi-asserted-by":"publisher","award":["61977035"],"id":[{"id":"10.13039\/501100001809","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["bera-journals.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J Educational Tech"],"published-print":{"date-parts":[[2022,11]]},"abstract":"Abstract<\/jats:title>Situational engagement plays a critical role in promoting students' academic performance. In a smart classroom environment, this study collected longitudinal real\u2010time data for 105 college students at a university in central China to investigate the relationship among situational engagement, personal characteristics and learning environment perceptions. Hierarchical linear modelling showed that environmental perception and students' personal factors have different effects on situational engagement. Specifically, (1) social support perceptions, autonomous motivation and controlled motivation have a significant impact on behavioural engagement; (2) perceptions of social and media support, autonomous motivation and controlled motivation have a significant impact on shallow cognitive engagement; and (3) perceptions of teacher and social support, self\u2010efficacy and autonomous motivation significantly predict deep cognitive and emotional engagement. This study suggests that the effect of the perception regarding advanced technology\u2010supported learning environments on students' situational engagement is limited, and instructors should pay more attention to improving students' perceptions of teacher and social support, self\u2010efficacy and autonomous motivation to promote students' situational deep cognitive engagement in smart classrooms.<\/jats:p><\/jats:sec>\nPractitioner notes<\/jats:title><\/jats:caption>What is already known about this topic\n\nCompared with overall engagement, situational engagement fluctuates and changes with time and context.<\/jats:p><\/jats:list-item>\nSituational engagement is a product of environmental and personal factors.<\/jats:p><\/jats:list-item>\nFew studies have focused on the nature of situational engagement and how environmental and personal factors influence situational engagement in smart classrooms.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p>What the paper adds\n\nThis study contributes to the existing literature by investigating the critical factors that predict situational engagement, using the experience sampling method in a smart classroom at a Chinese university.<\/jats:p><\/jats:list-item>\nEnvironmental perception, self\u2010efficacy and students' motivation factors have different effects on situational engagement in a smart classroom.<\/jats:p><\/jats:list-item>\nPerceptions of teacher and social support, self\u2010efficacy and autonomous motivation significantly predict deep cognitive and emotional engagement, while perceptions of media support only have a significant impact on shallow cognitive engagement.<\/jats:p><\/jats:list-item>\nPersonal factors (controlled and autonomous motivation) moderate the relationship between environmental perception factors and situational engagement.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p>Implications for practice and\/or policy\n\nRather than only providing external technology\u2010rich conditions, instructors should focus more on improving students' perceptions of teacher and social support, self\u2010efficacy and autonomous motivation in the smart classroom environment.<\/jats:p><\/jats:list-item>\nInstructors should promote students' perception of teacher support and their autonomous motivation to enhance their deep cognitive engagement.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:boxed-text>\n<\/jats:p><\/jats:sec>","DOI":"10.1111\/bjet.13204","type":"journal-article","created":{"date-parts":[[2022,2,15]],"date-time":"2022-02-15T08:28:58Z","timestamp":1644913738000},"page":"1665-1687","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":38,"title":["What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation"],"prefix":"10.1111","volume":"53","author":[{"ORCID":"http:\/\/orcid.org\/0000-0002-7884-2967","authenticated-orcid":false,"given":"Guoqing","family":"Lu","sequence":"first","affiliation":[{"name":"School of Educational Information Technology Central China Normal University Wuhan China"}]},{"ORCID":"http:\/\/orcid.org\/0000-0002-7173-4859","authenticated-orcid":false,"given":"Kui","family":"Xie","sequence":"additional","affiliation":[{"name":"College of Education and Human Ecology The Ohio State University Columbus Ohio USA"}]},{"given":"Qingtang","family":"Liu","sequence":"additional","affiliation":[{"name":"School of Educational Information Technology Central China Normal University Wuhan China"}]}],"member":"311","published-online":{"date-parts":[[2022,2,15]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1108\/JARHE\u201004\u20102020\u20100079"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2014.06.006"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467\u2010839x.00024"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.1002\/1098\u2010237X(200011)84:6<740:AID\u2010SCE4>3.0.CO;2\u20103"},{"key":"e_1_2_12_6_1","volume-title":"Intensive longitudinal methods: An introduction to diary and experience sampling research","author":"Bolger N.","year":"2013"},{"key":"e_1_2_12_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2020.103819"},{"key":"e_1_2_12_8_1","volume-title":"Active learning classrooms: The top strategic technology for 2017","author":"Brooks D. C.","year":"2017"},{"key":"e_1_2_12_9_1","doi-asserted-by":"publisher","DOI":"10.1177\/0143034316686399"},{"key":"e_1_2_12_10_1","doi-asserted-by":"publisher","DOI":"10.2307\/jeductechsoci.14.2.188"},{"key":"e_1_2_12_11_1","doi-asserted-by":"publisher","DOI":"10.3200\/mono.131.2.77\u2010127"},{"key":"e_1_2_12_12_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2009.11.008"},{"key":"e_1_2_12_13_1","doi-asserted-by":"publisher","DOI":"10.2307\/jeductechsoci.18.4.128"},{"key":"e_1_2_12_14_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2021.106909"},{"key":"e_1_2_12_15_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.iheduc.2015.01.002"},{"key":"e_1_2_12_16_1","volume-title":"Statistical power analysis for the behavioral sciences","author":"Cohen J.","year":"1988"},{"key":"e_1_2_12_17_1","doi-asserted-by":"publisher","DOI":"10.1016\/s0022\u20105371(72)80001\u2010x"},{"key":"e_1_2_12_18_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0012801"},{"key":"e_1_2_12_19_1","doi-asserted-by":"publisher","DOI":"10.2307\/3516061"},{"key":"e_1_2_12_20_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2015.10.007"},{"key":"e_1_2_12_21_1","doi-asserted-by":"publisher","DOI":"10.1080\/00461520.2014.989230"},{"key":"e_1_2_12_22_1","doi-asserted-by":"publisher","DOI":"10.4135\/9781412984201"},{"key":"e_1_2_12_23_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2015.09.005"},{"key":"e_1_2_12_24_1","doi-asserted-by":"publisher","DOI":"10.1002\/sce.21570"},{"key":"e_1_2_12_25_1","doi-asserted-by":"publisher","DOI":"10.1080\/09500693.2018.1549372"},{"key":"e_1_2_12_26_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2017.07.003"},{"key":"e_1_2_12_27_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2018.01.012"},{"key":"e_1_2_12_28_1","doi-asserted-by":"publisher","DOI":"10.1080\/10494820.2018.1474232"},{"key":"e_1_2_12_29_1","doi-asserted-by":"publisher","DOI":"10.1080\/10573560308223"},{"key":"e_1_2_12_30_1","doi-asserted-by":"publisher","DOI":"10.1080\/10494820.2020.1855211"},{"key":"e_1_2_12_31_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2018.03.015"},{"key":"e_1_2_12_32_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.iheduc.2017.06.002"},{"key":"e_1_2_12_33_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2018.04.012"},{"key":"e_1_2_12_34_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10964\u2010011\u20109738\u20103"},{"key":"e_1_2_12_35_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4614-2018-7_12"},{"key":"e_1_2_12_36_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022\u20100663.82.1.33"},{"key":"e_1_2_12_37_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.lindif.2020.101922"},{"key":"e_1_2_12_38_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2017.07.007"},{"key":"e_1_2_12_39_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjep.12244"},{"key":"e_1_2_12_40_1","volume-title":"Hierarchical linear models: Applications and data analysis methods","author":"Raudenbush S. W.","year":"2002"},{"key":"e_1_2_12_41_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0032690"},{"key":"e_1_2_12_42_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022\u20103514.57.5.749"},{"key":"e_1_2_12_43_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2020.101860"},{"key":"e_1_2_12_44_1","doi-asserted-by":"publisher","DOI":"10.1145\/3365757"},{"key":"e_1_2_12_45_1","doi-asserted-by":"publisher","DOI":"10.1002\/tea.21409"},{"key":"e_1_2_12_46_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2019.101832"},{"key":"e_1_2_12_47_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4614-2018-7_10"},{"key":"e_1_2_12_48_1","doi-asserted-by":"publisher","DOI":"10.17718\/tojde.445114"},{"key":"e_1_2_12_49_1","volume-title":"The experience of student engagement in high school classrooms: Influences and effects on long\u2010term outcomes","author":"Shernoff D. J.","year":"2010"},{"key":"e_1_2_12_50_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4614-2018-7_2"},{"key":"e_1_2_12_51_1","doi-asserted-by":"publisher","DOI":"10.1080\/03055698.2019.1665986"},{"key":"e_1_2_12_52_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2006.11.007"},{"key":"e_1_2_12_53_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.iheduc.2017.09.003"},{"key":"e_1_2_12_54_1","doi-asserted-by":"publisher","DOI":"10.31234\/osf.io\/fuy7p"},{"key":"e_1_2_12_55_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2009.06.007"},{"key":"e_1_2_12_56_1","doi-asserted-by":"publisher","DOI":"10.1080\/00221320903218323"},{"key":"e_1_2_12_57_1","doi-asserted-by":"publisher","DOI":"10.1080\/00220671.2019.1687414"},{"key":"e_1_2_12_58_1","doi-asserted-by":"publisher","DOI":"10.18421\/TEM54\u201022"},{"key":"e_1_2_12_59_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.lindif.2005.06.004"},{"issue":"5","key":"e_1_2_12_60_1","first-page":"23","article-title":"Guiding teachers in the process of ICT integration: Analysis of three conceptual models","volume":"49","author":"Wang Q.","year":"2009","journal-title":"Educational Technology"},{"key":"e_1_2_12_61_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2010.03.002"},{"key":"e_1_2_12_62_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467\u20108535.2012.01291.x"},{"key":"e_1_2_12_63_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2018.09.020"},{"key":"e_1_2_12_64_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2019.101788"},{"key":"e_1_2_12_65_1","doi-asserted-by":"publisher","DOI":"10.2190\/ec.50.3.b"},{"key":"e_1_2_12_66_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467\u20108535.2010.01140.x"},{"key":"e_1_2_12_67_1","doi-asserted-by":"publisher","DOI":"10.1080\/01587919.2017.1322458"},{"key":"e_1_2_12_68_1","doi-asserted-by":"publisher","DOI":"10.1037\/edu0000507"},{"key":"e_1_2_12_69_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2020.101877"},{"key":"e_1_2_12_70_1","doi-asserted-by":"publisher","DOI":"10.3102\/0013189x14566879"}],"container-title":["British Journal of Educational Technology"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/bjet.13204","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/full-xml\/10.1111\/bjet.13204","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/bjet.13204","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,8,22]],"date-time":"2023-08-22T09:51:39Z","timestamp":1692697899000},"score":1,"resource":{"primary":{"URL":"https:\/\/bera-journals.onlinelibrary.wiley.com\/doi\/10.1111\/bjet.13204"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,2,15]]},"references-count":69,"journal-issue":{"issue":"6","published-print":{"date-parts":[[2022,11]]}},"alternative-id":["10.1111\/bjet.13204"],"URL":"https:\/\/doi.org\/10.1111\/bjet.13204","archive":["Portico"],"relation":{},"ISSN":["0007-1013","1467-8535"],"issn-type":[{"value":"0007-1013","type":"print"},{"value":"1467-8535","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,2,15]]},"assertion":[{"value":"2021-01-23","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2022-02-03","order":1,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2022-02-15","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}