G. Zhang1, Y. Hu1, M. Wang2

1Capital Normal University (CHINA)
2Peking University, Graduate School of Education (CHINA)
Instructional media has been entering a new era of intelligence and interaction. Varieties of researches have been made on intelligent classroom and relevant products, such as DELL smart classroom, and Tsinghua intelligent distant classroom. Interactive Response System(IRS) is one of the research focuses. Using some portable device, the teachers and students can send or receive information, and get instant response from each other. For example, HITT clickers are used in K-12 classroom, accompanied with its base receiver and class packs. Another case is Pangu Future Classroom, students use PGP clicker to send message, and teacher use specified software to response. However, current IRS system usually needs additional devices like PDA, remote control, etc. And the installation and employment are not easy to master. Hardware and software should be installed by professionals. Taking economical, simple, and practical as our principle, we design and develop a classroom interactive support system named “A-Classroom”. Not only the basic IRS function can be fulfilled, but no additional device should be bought or installed in our A-Classroom system. It is easy to install and use. After installing a student program on their cell phone, students can use their cell phone to give instant response. The teacher uses AC teacher software on his computer to give questions and feedback. The classroom needs a wireless router to build a local network.

The purpose of this paper is to observe what the A-Classroom interaction support system can bring about to teacher and students. Can it improve the interaction between teachers and students? Does it enhance the students’ attention? Can it strengthen the acquisition of knowledge? And how this influence happen? Is there any weakness to improve?

In this paper, we use empirical approach to do the observation. First, we briefly introduce our self-developed AC system about its function and utilization. Second, the design of the observation is presented. In the next section, data is analysed based on Flanders Interaction Analysis and questionnaire statistics approach. From iFIAS-based observation, questionnaire and quiz analysis, we can conclude that AC do have positive and potential capability to attract students’ attention, make lecture more interesting, raise active-thinking and improve performance. Furthermore, teacher’s enthusiasm is also inspired due to students’ active participation. However, the function of AC cannot be over-exaggerated. It is still an auxiliary tool to help improve the interaction effect. If the teacher has not made a good instruction and question design, AC cannot play its role so well.

There exist limitations in the current study. First, the sample number is not very large. Second, other analysis approach may be used to observe more detailed interaction effect. This is also our future work.