What technological factors influence Chinese college student engagement in a smart classroom learning environment: Ease of use, perceived usefulness, or multiple sources?

Smart classrooms equipped with advanced technologies and designed to enhance students’ learning outcomes are proliferating in many countries, including China. The impact of technological factors on student engagement in smart classroom learning environments (SCLEs) is crucial for shaping the future development of smart classrooms and guiding teachers' training in information technologies. This study delves into the influence of technological factors on student engagement in SCLEs across three dimensions: ease of use, perceived usefulness, and multiple sources. Data were purposefully collected from a cohort of 217 college students enrolled in at least one smart classroom course during the study period. The empirical evidence suggests that these three factors exert varying effects on student engagement. Unexpectedly, only students’ perception of multiple sources positively predicts student engagement in SCLEs, while perceived usefulness is negatively correlated with student engagement. Surprisingly, ease of use is not significantly associated with student engagement. This study underscores the limited impact of students' perceptions of technology on their engagement levels, emphasizing instead the importance of pedagogical and social support provided by these technologies in SCLEs. Educators should prioritize such support mechanisms to foster greater student engagement in smart classroom environments.