Research on the Application of Rain Classroom in the Reform of Basic Accounting Teaching

Since the age of the Internet was coming, the smart teaching tool Rain Classroom provides new research ideas and directions for education reform. In this paper, the researchers analyzed the characteristics of Rain Classroom, studied the problems in flipped classroom teaching, designed a new flipped classroom teaching mode based on Rain Classroom, and practiced the new mode in a course on computer‐aided landscape design. Significant academic differences were shown according to questionnaire surveys of students who experienced Rain Classroom learning compared with a control group learning through traditional lecture‐based learning methods. Results suggest that a comparable group of graduate students who participated in the flipped class based on Rain Classroom scored significantly higher (p = .041 < .05) on the “computer‐aided landscape design” by an average of >3 percentage points than that of the control group. According to survey data, students learned more from the Rain Class than from a traditional lecture format, and the class also promoted teamwork skills. Our results show learning in the Rain Classroom can improve the students' learning interest, stimulate students' learning initiative, and promote better learning.

Background and Aim: Although research on blended learning is expanding, studies on Rain Classroom’s role and its impact on student satisfaction remain limited, especially given rapid advances in information technology and the "Internet + Education" policy. Social software like QQ and WeChat has transformed classroom dynamics and increased student interest. Despite its significance, blended learning models often remain theoretical and lack practical application. Rain Classroom, a leading smart teaching tool in China, represents a new phase in educational informationization but is not fully understood. This study explores Rain Classroom’s use, analyzes factors affecting satisfaction, develops and validates an assessment model, and proposes strategies to enhance satisfaction, offering guidance for future educators. Materials and Methods: China's private undergraduate institutions play a key role in higher education. This study surveyed 3,793 students from four programs at a private university's School of Intelligent Manufacturing in southern China, with a final sample of 528. The programs included Electrical Engineering, Electronic Information Engineering, Mechanical Design, and Computer Science. The research explores the relationship between student satisfaction with Rain Classroom and factors such as Perceived Playfulness (PP), Perceived Usefulness (PU), Perceived Ease of Use (PE), System Quality (SQ), and Information Quality (IQ), using the ACSI model and a modified TAM. Cognitive Engagement (CE) mediates and Satisfaction (STA) is the dependent variable. The study's questionnaire was evaluated, pilot-tested, and analyzed with CFA and SEM, revealing strong correlations among the variables. Results: This study involved 528 students from a southern China university. Cognitive Engagement (CE) was the dependent variable with an R² of 0.491, meaning Perceived Playfulness (PP), Perceived Usefulness (PU), and Perceived Ease of Use (PE) explained 49.1% of its variance. Satisfaction (STA) had an R² of 0.416, with PP, PU, PE, System Quality (SQ), Information Quality (IQ), and CE explaining 41.6% of its variance. All p-values were below 0.05, indicating significant effects. Conclusion: This study proposes six hypotheses to examine factors affecting student learning satisfaction, such as perceived interest, usability, ease of use, cognitive engagement, system quality, and information quality. The subjects are freshmen to seniors at a private university in southern China who have used Rain Classroom for at least six months. Using a quota sampling method, the study ensured validity through expert-tested IOC and a pilot test with 30 respondents. Data from 528 valid questionnaires were analyzed using CFA and SEM to assess validity, reliability, and the impact on satisfaction.

Anatomy practical classes are an essential part of learning human anatomy. The flipped classroom teaching model has been used in medical education in recent years. However, its precise impacts on anatomical knowledge acquisition and learning outcomes remain controversial. With the development of information technology, new educational tools, such as Rain Classroom, have recently attracted much interest. The Rain Classroom is an application that can easily connect students and teachers through smartphones or computers. However, whether and how to apply it to the flipped classroom in anatomy practical classes needs to be evaluated. In this study, we designed a teaching model of flipped classroom assisted by Rain Classroom and carried it out in anatomy practical classes at our university. Results showed that the final exam scores of the experimental group were significantly improved, compared with the control group (p < 0.01); the final exam score was significantly correlated with both the pre-class quiz score (p < 0.05) and the in-class quiz score (p < 0.001). Student satisfaction was measured by a questionnaire on a Likert scale of 1-5. All the mean scores were greater than 4.5, indicating that most students had positive attitudes toward this teaching model. The present study suggests that the Rain Classroom helps support students throughout the learning processes of the flipped classroom, and the model of flipped classroom assisted by Rain Classroom could improve students' learning efficiency and ultimately increase their exam performance in anatomy practical classes.

Objective To evaluate the effects of the blended learning applied in the course of Health assessment on rain classroom. Methods There were 120 undergraduate nursing students who were enrolled in 2017 from Jinzhou Medical University as the research subjects. The students were randomly divided into experimental group and control group with 60 in each. The experimental group adopted mixed teaching method based on rain classroom, while 60 students in control group adopted lecture-based learning. This paper evaluates the mixed teaching method based on rain classroom through the students' theoretical assessment results, self-learning ability scale and teaching effect satisfaction scale. Results The scores of theoretical assessment, autonomous learning ability and teaching satisfaction of students in the experimental group were (47.39±3.41), (90.23±10.38) and 95.0% (57/60), while those in the control group were (39.61±3.52) , (70.45±11.41) and 68.3% (41/60) respectively. The scores of theoretical assessment, autonomous learning ability and teaching satisfaction of students in the experimental group were higher than those of the control group. There were statistically significant (all P < 0.05). Conclusions The mixed teaching method based on rain classroom improves the students' capacity of theoretical assessment and of self-learning, and improves the students' learning satisfaction. Key words: Rain Classroom; Health Assessment; Theory Teaching; Blended teaching

Rain Classroom is the embodiment of the application of information technology in the field of education. Different from traditional teaching, Rain Classroom presents a brand new teaching experience, prompting teachers to transform from classroom managers and knowledge imitators to guides and promoters of learning knowledge. Rain Classroom is easy to use and powerful, and have been achieved good teaching results in teaching practice.

[Aims] This study aimed to investigate the effectiveness of combining Rain Classroom with case-based teaching in improving the educational outcomes of undergraduate interns in gynecological nursing. [Methods] A total of 48 full-time undergraduate nursing interns in the gynecology department of the Seventh Affiliated Hospital of Sun Yat-sen University from August 2023 to April 2025 were selected and divided into a control group (traditional lecture-based teaching, n = 24) and an experimental group (Rain Classroom combined with case-based teaching, n = 24) according to the time sequence. The effectiveness of teaching was evaluated based on theoretical exam scores, nursing assignment scores, and teaching satisfaction. [Results] The results showed that the theoretical exam scores and nursing assignment scores of the experimental group were significantly higher than those of the control group. Moreover, the combined teaching model effectively stimulated students’ interest in learning, improved their mastery of theoretical knowledge, enhanced learning initiative and engagement, and increased overall teaching satisfaction. [Conclusions] The integration of Rain Classroom with case-based teaching is effective in enhancing students' learning initiative, optimizing knowledge acquisition, and providing practical support for nursing education reform.

Objective: To study the application effect of rain classroom in rehabilitation medicine education. Methods: firstly, the data preparation method was used to select the research objects, then the random classification method was used to divide the selected research objects, and finally the investigation method was used to test the teaching effect and analyze the application effect of rain classroom in rehabilitation medicine education. Results: the results of the research group after rain classroom teaching were higher than those of the control group without rain classroom education, and the satisfaction value of the research group was higher. Conclusion: the application of rain classroom can effectively improve the teaching effect of rehabilitation medicine, has certain application value, and can be used as a reference for follow-up rehabilitation medicine teaching.

Objective To evaluate the effects of the blended learning applied in the course of Medical Nursing of Vocational Colleges. Methods From March to November of 2018, the Vocational Colleges nursing students of grade 2017 were selected as the research subjects. They were divided into the experimental group (n=120) and the control group (n=150). The experimental group implements the blended teaching mode based on rain classroom, while the control group adopts the traditional classroom teaching mode. This paper evaluated the effect of the blended teaching mode based on rain classroom by using the students′ autonomous learning ability scale, the teaching effect satisfaction scale and the theoretical examination papers. Results The scores of autonomous learning ability (90.6±8.8) and theoretical examination (48.8±3.5) in the blended teaching mode group based on rain classroom were higher than those in the control group (71.4±9.6,39.6±3.6), with statistical significance (t=21.125,16.942, P<0.05). Nearly 93.3% (112/120) of the students in the experimental group accepted this teaching mode. Conclusions The blended teaching model based on rain classroom can obviously improve the self-learning ability and interest of nursing Medical Nursing of Vocational Colleges, and it is worthy of being promoted. Key words: Rain classroom; Medical nursing; Teaching method; Theory teaching; Blended teaching

With the wide application of “Internet +” in the field of education, the intelligent teaching platforms such as “Rain Classroom” are gradually integrated into the classroom teaching, which can solve the deficiencies of the traditional teaching mode to a certain extent and improve the teaching effect. This paper under the background of “Internet + education”, the analysis of “foreign accounting” curriculum in the traditional teaching, learning, assessment problems, and according to the existing problems, based on the “rain classroom” of “foreign accounting” curriculum mixed teaching reform, in order to stimulate students’ interest in learning, make students to be more involved in the classroom, and then promote the improvement of teaching quality.

Objective To research the effectiveness of participatory teaching in maternal and child health care teaching. Methods One hundred and fifty four undergraduate students Majoring in Preventive Medicine from School of Public Health, Peking University were selected as the subjects. Seventy six students in grade 2014 were selected as the experimental group and seventy eight students in grade 2013 as the control group. The experimental group used participatory teaching in small classes, while the control group used traditional teaching in large classes. Quantitative and qualitative research methods such as questionnaire survey and focus group discussion were used to evaluate the intervention effect of maternal and child health courses. Students' satisfaction and overall evaluation of the curriculum were compared and students' opinions and suggestions on participatory teaching in small classes were collected. Results The score of the experimental group in terms of overall satisfaction, good teaching, generic skills, clear goals and standards and appropriate workload were (4.24±0.78, 4.05±0.57, 4.07±0.55, 3.90±0.57, 3.49±0.78), which was higher than those in the control group (3.92±0.94, 3.79±0.76, 3.72±0.84, 3.59±0.63, 3.16±0.67) (all P 0.05). In focus group discussion, experimental group students had a better evaluation of participatory teaching in small classes and put forward suggestions for curriculum improvement. Conclusions Participatory teaching in maternal and child health care can help to improve student's curriculum experience, satisfaction and basic skills. The teaching effectiveness of each small class has good parallelism. Participatory teaching is feasible in maternal and child health courses. Key words: Participatory teaching; Maternal and child health care; Course experience questionnaire; Preventive medicine

Purpose: This study was dedicated to discussing the challenges and corresponding solutions in the process of informatized teaching and learning in physical education, and to provide a practical direction for the training of teachers for the improvement of students' learning effectiveness in the future education. Method: Semi-structured interviews and classroom observation methods were used to understand the main challenges in physical education informatization teaching from physical education teachers and students. Through selected cases of excellent educational platforms, professional forums and physical education courses in physical education organizations, we analyzed the effectiveness of informatization teaching as well as students' participation and interaction. Results: Physical education informatization teaching faces multiple challenges: firstly, teachers are limited by insufficient resources and personal information literacy, resulting in limited application of information technology; some teachers used technology for the sake of using technology or blindly applied information technology; secondly, students' classroom participation was low, which affected the maximization of the teaching effect. Solution strategies are as follows: First, it is recommended to increase the investment in educational technology resources and encourage teachers to utilize existing technologies innovatively. For example, interactive teaching methods such as gamified learning and virtual reality are introduced to effectively stimulate students' learning interest and participation. Second, regular training and workshops should be provided for teachers to enable them to master the latest educational technology and teaching strategies, improve their ability to solve practical teaching problems and promote the overall improvement of teaching quality. Discussion: This study highlighted the need for multidimensional solution strategies, including optimization of resource allocation, improvement of teachers' professional skills, and innovation of teaching methods. These strategies promoted the effective integration of physical education and technology, and also improved students' motivation to learn, thus maximizing teaching goals. In addition, the study revealed the importance of building a supportive teaching and learning environment to achieve the teaching and learning objectives. This included, but was not limited to, the provision of adequate educational technology resources, the establishment of continuous teacher professional development mechanisms, and the creation of a positive learning climate. Through these comprehensive measures, the development of school physical education informatization teaching will be further promoted to create a richer and more interactive learning environment for students, and ultimately realize the educational goal of students' all-round development.

Objective: This paper constructs a joint teaching mode based on the Duifene PAD class and formative evaluation, which is applied in the teaching of Analytical Chemistry, and explores its teaching effect. Methods: We selected undergraduate students of Pharmacy in our university as teaching objects that were randomly divided into the control group and the experimental group. The experimental group was taught in the joint teaching mode based on Duifene PAD class and formative evaluation, while the control group was taught in the traditional teaching mode. At the end of the teaching, we adopted questionnaires for investigation on their learning effect in the new teaching mode, and compared the learning experience among two groups of students and their final scores of Analytical Chemistry. Results: The students in the experimental group were satisfied with the learning effect in the new teaching mode; compared with the control group, their learning experience was more ideal; their final scores of Analytical Chemistry were also higher than those of the students in the control group. Conclusion: The teaching mode based on Duifene PAD class and formative evaluation can fully mobilize students’ learning initiatives, bring about a fairer and more objective evaluation, and improve the students’ independent learning ability effectively, which is worthy of continuous improvement and promotion in teaching.

In recent years, with the rapid development of computer technology, the application of artificial intelligence has gradually expanded to various fields, including: medical care, agriculture, logistics, education, transportation and other industries. Among them, the deep integration of information technology and education teaching has become a trend, which has made the application of smart campuses develop rapidly. In classroom teaching, students' behavior status can reflect students' classroom participation and teaching effect, which has reference significance for teaching quality evaluation and improving teaching methods. Therefore, this paper studies an algorithm for object detection and student behavior recognition based on convolutional neural network, which counts students' classroom participation and analyzes classroom evaluation by identifying students' behavioral states in the classroom. The main research contents of this paper are as follows: Firstly, the research background of the application of artificial intelligence in the field of education and teaching is expounded. Secondly, the working principle and basic algorithm of image prediction technology are summarized. At the same time, the classroom behavior detection and recognition algorithm based on convolutional neural network is introduced, and the performance of the algorithm is analyzed and optimized.

Objective To explore the application effect of debate teaching in food toxicology teach-ing. Methods Taking the chapter of mutagenic effect of exogenous chemicals in the course of food toxi-cology as an example, totally hygiene quarantine specialty undergraduate students from March 2015 to July 2016 in our school for the course of Grade 2014 (n=37), Grade 2013 (n=49) were selected as subjects and conducted debate teaching and traditional teaching comparison. The students of Grade 2014 took the tradi-tional teaching method as the control group, while the students of Grade 2013 took the debate teaching method as the experimental group. After the teaching of two groups, quizzes were used to evaluate the stu-dents' learning of this course. In addition, the students in the debate teaching group were investigated by the questionnaire of the students' satisfaction with the teaching method and the learning performance of the stu-dents in the teaching practice at the end of the quiz. T test was conducted on the test scores of two groups of students by SPSS 16.0. Results The average test score of the students in the experimental group was high-er than that of the control group [(7.24±0.66) vs. (6.35±0.82), t=5.575, P=0.000]. 49 questionnaires were is-sued to the students in the experimental group, and 49 valid questionnaires were recovered. The ma-jority of students believed that the debate teaching method aroused their interest in the course of learning and en-hanced their abilities and qualities. Conclusions The application of debate teaching in food toxicol-ogy teaching has good effect, and it can train students' comprehensive ability. Key words: Debating teaching; Food toxicity; Teaching effectiveness

This experiment investigated the effects of a comprehensive teaching assistant (TA) training program on the teaching anxiety and effectiveness of TAs. Twenty-seven TAs in the English department of a research university were divided into experimental and control groups. Both groups participated in a one-week workshop and a sixteen-week theory and pedagogy course during a fall semester. TAs in the experimental group also participated in a consultant observation program and peer mentoring activities. Data resulting from the completed pretests and posttests for teaching anxiety and effectiveness were analyzed using either at-test or an analysis of covariance. Conclusions from the study include: (1) Declines in teaching anxiety for TAs in the experimental group were significantly greater. (2) Neither group of TAs improved in teaching effectiveness, as measured by general student evaluations. However, based on posttest means for these student ratings, the teaching effectiveness of the experimental group was rated significantly higher. (3) Student ratings of teaching effectiveness in composition for TAs in the experimental group were significantly higher. (4) There were no significant differences between pre- to posttest changes in the self-appraisals of teaching effectiveness for the groups.