The effects of learner factors on higher-order thinking in the smart classroom environment

Abstract

Higher-order thinking is confirmed as the basic requirements in the era of knowledge age, both in learning and the workplace. Integrating information technology into the classroom is a common method to improve learners’ higher-order thinking by changing the environment. Smart classroom is a technology-enriched environment, in which technological affordances are used to facilitate learners’ higher-order thinking activities. Higher-order thinking is influenced by learner factors such as learning strategies and attitudes, which have changed in the smart classroom environment. This study investigated how learner factors interactively affected higher-order thinking in the smart classroom environment. A total of 784 pupils in 16 classes randomly selected from 9 primary schools in central China participated in this study. Structural equation modeling (SEM) revealed that learners’ higher-order thinking was strongly and directly affected by learning style and internet attitude, but not by learning motivation. Learning style partly mediated the positive relationship between internet attitude and higher-order thinking. A deeper learning experience should be provided with them, which can change their internet attitude and improve their higher-order thinking. This meaningful, coherent learning experience should be implemented to make learners’ internet attitude, learning motivation and learning style consistent, so as to improve higher-order thinking more effectively.