{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,21]],"date-time":"2026-04-21T22:48:56Z","timestamp":1776811736929,"version":"3.51.2"},"reference-count":32,"publisher":"European Society of Computational Methods in Sciences and Engineering","issue":"5","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JCM"],"published-print":{"date-parts":[[2023,10,6]]},"abstract":"<jats:p>To expand the application of mobile technology and smart classroom environment in education, and explore their influence on learning engagement, this paper, based on the Situated Cognition Theory, took 296 sophomores from six universities in China as the research objects and investigated the relationship between mobile technology, smart classroom environment, and learning engagement. The findings show that: (1) in the mobile technology and smart classroom environment, the frequency of learning by mobile devices in class, the frequency of learning by mobile devices after class, the duration of learning by mobile devices in class, the duration of learning by mobile devices after class, the hardware environment, software resources, and technology acceptance have positive effects on learning engagement; (2) mobile technology and smart classroom environment can better mobilize learners\u2019 interest and initiative in learning and increase learners\u2019 engagement in learning; (3) mobile technology and smart classroom environment can greatly improve college learners\u2019 behavioural engagement, emotional engagement, and cognitive engagement respectively. This study helps turn the learners\u2019 external learning needs into their internal learning motivation, thus enhancing their learning engagement.<\/jats:p>","DOI":"10.3233\/jcm-226827","type":"journal-article","created":{"date-parts":[[2023,6,9]],"date-time":"2023-06-09T10:29:59Z","timestamp":1686306599000},"page":"2323-2333","source":"Crossref","is-referenced-by-count":4,"title":["Influence of mobile technology and smart classroom environment on learning engagement"],"prefix":"10.66113","volume":"23","author":[{"given":"Bingzhuan","family":"Peng","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"55691","reference":[{"issue":"2","key":"10.3233\/JCM-226827_ref1","doi-asserted-by":"crossref","first-page":"213","DOI":"10.1037\/spq0000057","article-title":"Understanding and measuring student engagement in school: The results of an international study from 12 countries","volume":"29","author":"Lam","year":"2014","journal-title":"School Psychology Quarterly"},{"issue":"3","key":"10.3233\/JCM-226827_ref2","doi-asserted-by":"crossref","first-page":"275","DOI":"10.1177\/136216880000400305","article-title":"The role of individual and social variables in oral task performance","volume":"4","author":"Dornyei","year":"2000","journal-title":"Language Teaching Research."},{"key":"10.3233\/JCM-226827_ref3","doi-asserted-by":"crossref","unstructured":"Svalberg M, Engagement with language: Interrogating a construct. 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