Abstract
The smart classroom, as a product of advances in information technology, has garnered wide attention in academia in recent years. Using the method of literature review, this article delves into the construction and application of smart classrooms in China on the basis of 93 prior studies retrieved from the database of the China National Knowledge Infrastructure. Research results show that there is a lack of uniform evaluation criteria for the construction of smart classrooms despite the prominent advancements in their systems and facilities, and that in the dimension of applications, there has been growing interest in the alignment between smart classroom technologies and instructional needs but a dearth of research on teaching activity design for smart classroom instruction. Recommendations are also proposed based on the issues detected, with a view to contributing to the widespread deployment and ongoing optimization of smart classrooms.
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