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Background: Smart classroom environment has drawn worldwide attention, however, there is still a lack of studies that can explore and analyse potential factors, which affect students' satisfaction with smart classrooms in higher education. Objectives: To assess students' satisfaction with smart classrooms in higher education, this study proposed the smart classroom environment satisfaction model based on TAM and ACSI models. Methods: A sample of 1979 Chinese college students who studied in a smart classroom environment completed a survey assessing student satisfaction with the smart classroom environment. And a structural equation modelling analysis was used to further analyse students' preferences for smart classroom environments. Results and conclusions: The results showed that student satisfaction with smart classroom environment is significantly correlated with subjective perception factors after use, such as students' perceived value (PV), user experience and perceived expectations (PE). It indicated that user experience indirectly affected overall satisfaction (OS) through its positive impact on PV, while PE indirectly affected OS through its positive impact on user experience. Second, user experience had the greatest impact on student satisfaction, followed by PV and PE. This study is a theoretical supplement to future research on smart classroom environment in higher education, and can also provide reference for relevant government departments, universities and enterprises to build and manage smart classroom environment. Lay Description: What is already known about this topic?: Smart classrooms can combine technology with the goal of providing students with the highest educational services.This technology‐rich smart classroom environment provides unique opportunities for students to search, acquire, analyse and apply digital learning resources and tools in autonomous learning, collaborative learning, and exploratory learning activities.Although smart classrooms have played a certain role in the above aspects, it has invested a large amount of money to build the most advanced facilities, without considering student perspectives. What the paper adds?: This study investigates the satisfaction factors and preferences of 1979 college students to evaluate the smart classroom environment supported by technology.This study proposed the smart classroom environment satisfaction model, and a structural equation modelling analysis was used to further analyse students' preferences for smart classroom environmentsStudent satisfaction with smart classroom environment is significantly correlated with subjective perception factors after use, such as students' perceived value, user experience and perceived expectations. Implications for practice and/or policy: In order to improve students' satisfaction with the smart classroom environment, more attention needs to be paid to improving their actual user experience.Whether students can receive timely learning support and whether there is interaction in the classroom is worth special consideration to improve their user experience. [ABSTRACT FROM AUTHOR]

Activity theory is of great importance in emphasizing the role of community and intermediary tools in the subject's internalization activities. From the perspective of activity theory, via systematically and comprehensively exploring kinds of different interactions between various elements (e.g. subject, community and tools) in classroom teaching, this study constructed a framework based on ICT-enhanced activity system, and proposed a teaching mode using the constructed framework. To verify its effectiveness in improving classroom interaction and satisfaction, the proposed teaching mode is applied to an engineering course. The experimental results showed that the proposed teaching mode can not only effectively combine theoretical learning with practical application, but also raise students' classroom interaction and satisfaction through rich teaching activities (including such as competitive answering, topic discussion and achievement sharing, etc.). As demonstrated in our experiment, compared with the traditional teaching modes, (i) 83.8% of the participants were more satisfied with the proposed mode, and 70.3% of them preferred that this mode could be maintained in the future teaching; (ii) better instructional design of engineering courses with the accompanying more satisfactions can be gained using the proposed teaching mode. Theoretical and practical contributions to the integration of ICT with engineering courses are offered. [ABSTRACT FROM AUTHOR]