An Empirical Study on Student Satisfaction of Smart Classroom Use

The construction of smart classrooms has become the main developing tendency in the present world of higher education. Among them, students, as the main users of smart classrooms in colleges and universities, their satisfaction with smart classrooms and their intention to continue using them are the main basis for the continuous improvement of smart classroom construction. Based on this, this paper takes Technology Acceptance Model (TAM) as the basic analysis framework, combines Task-Technology Fit (TTF) and Expectation Conformation Model (ECM), takes perceived usefulness, perceived ease of use, and expectation confirmation as the basic variables, and according to the actual use of the smart classroom in S University. The research model of satisfaction and willingness to continue using the smart classroom was constructed by introducing technology support resources, task-technology fit, self-efficacy, and social influence as external variables. After that, 492 valid questionnaires from S University were used as sample data sources. Based on reliability and validity tests and descriptive analysis, AMOS24.0 software was used to verify the hypothesis of this research model. The results show that perceived ease of use and expectation confirmation have a significant positive impact on learner satisfaction; Task-technology fit and self-efficacy indirectly affect learner satisfaction through perceived ease of use; The higher the learner satisfaction is, the more inclined to continue to use the smart classroom. Finally, based on the research results and centered on students, this paper puts forward a specific plan to improve the satisfaction of using smart classrooms to provide a valuable reference for the construction of smart classrooms and classroom teaching reform in colleges and universities in the future.