Abstract
This research note examines whether a smart classroom (technology-enhanced learning space) has a positive or negative impact on students’ engagement in the learning process; that is, whether it generates positive engagement toward the course and group work. It presents results from a preliminary study comparing two marketing courses taught by the same instructor in a traditional (low-tech) versus a smart (high-tech) classroom space. Interestingly, the findings suggest that traditional classrooms might be more conducive toward students’ engagement and group work than smart classrooms; also, engagement toward instructors appears to be higher in traditional classrooms. Possible reasons and implications are discussed in light of the demand for universities to engage students through smart classrooms.
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