Measuring the influence of hedonic value, social presence and teaching presence on students' cognitive presence through the implementation of the smart classroom

Abstract

The hedonic aspect of using technology was added to the model used to determine the effectiveness of smart classrooms. This study involved the participation of 80 mathematics undergraduates, and the subsequently collected data were analysed using SPSS. Multiple regression analysis was used in this study to correlate teaching, social presence, and hedonic value to cognitive presence. The results confirmed a positive relationship between the variables mentioned above and cognitive presence in both the control and experimental groups, with the effect being significant in the latter. Students reported increased cognitive presence and understanding in smart classrooms relative to their counterparts in conventional classrooms. This study confirmed the importance of tools such as technology to complement teaching and learning.