Research On The Influencing Factors Of Students' Engagement In Synchronous And Interactive Classroom Environment

Promoting education equity with info rmation technology has become a hot spot of concern around the world.In our country,due to the special geographical location and financial input,rural teaching sites have problems in English art music and other courses.In order to solve this problem,policy documents such as the "Outline of National Medium-and Long-term Education Reform and Development Planning(2010-2020)" and "Guidelines on Strengthening the Application of the Three Classrooms" issued by the education sector have clearly pointed out Information technolo gy promotes the balanced development of compulsory education in the region,realizes the sharing of high-quality educational resources,and improves the teaching quality of weak rural schools.Under the guidance of relevant education researchers,Xian'an District,Hubei Province has set up a synchronous interactive classroom supported by information technology to solve the problem of inconsistent teaching sites in the region and insufficient courses.After many years of practice,most of the teaching sites have started to offer full courses,but whether or not to start a good course and how to start a good course requires researchers to further test and explore.This study will explore the key factors that affect students' investment in learning in a synchronous and interactive classroom,starting from the perspective of measuring the input of learning about the key factors of teaching quality.The research is mainly from the following aspects:The first part is to sort out the related research on synchronous and interactive classroom and learning investment at home and abroad,to understand the current status of research at home and abroad,and to obtain the theoretical basis for this research.The second part,combining the above-mentioned literature analysis and research purposes,constructs research models,compiles research tools,and conducts small-scale pre-tests.The third part is to pre-process and analyze the data obtained from the formal testing,mainly using SPSS 24.0 and AMOS 25.0 to perform independent sample T test and regression analysis on the collected data.The fourth part analyzes and discusses the research results based on the interview materials and document materials obtained during the investigation,and puts forward relevant suggestions.The fifth part summarizes the research and points out the deficiencies and prospects of the research.The main conclusions of the study are as follows:(1)In synchronous and interactive classrooms,there are significant differences between emotional and behavioral inputs in gender and left-behind conditions.(2)Teacher support has a positive impact on students' emotional involvement in synchronous and interactive classrooms.(3)Teacher-student interaction has a positive impact on students'behavioral and cognitive input in a synchronous and interactive classroom(4)The student-student interaction at the peer le vel has a positive impact on students' emotions,behaviors,and cognitive inputs in a synchronous and interactive classroom.(5)The situational interest in the students 'own factors has a significant positive impact on the students' emotion,behavior,and cognitive input in the synchronous interactive classroom.(6)The sense of self-efficacy has a positive impact on students' behavioral and cognitive input in the synchronous and interactive classroom.(7)Perceived ease of use has a significant positive impact on student behavioral input in synchronous and interactive classrooms.