The impact of learning efficiency on teaching evaluation in urban-rural interactive classrooms: a moderated mediation...

Rural education in China is plagued by systemic challenges such as resource scarcity, uneven teacher distribution, and outdated pedagogical methods. Rural Hope Schools urgently need support for remote education. This study adopted a mixed-method approach to examine the effects of learning efficiency, classroom atmosphere, Network environment, and the grade level of students at rural Hope Primary Schools on the teaching evaluation of urban-rural interactive classrooms, a form of remote instruction. The questionnaire data were collected from 449 Hope Primary School in the central and western regions, which participated in urban-rural interactive classrooms. Interview data were sourced from 9 staff members involved in these classrooms. The questionnaire data underwent quantitative analysis, and the findings from the qualitative analysis of the interview data were used to further validate the results. The classroom atmosphere in rural Hope Primary School positively influences the connection between students' learning efficiency and the teaching evaluation of urban-rural interactive classrooms. However, network stability diminishes the impact of learning efficiency on teaching evaluation, and students' grade level negatively moderates the mediating role of classroom atmosphere. This study validated a moderated mediation model between learning efficiency and teaching evaluation. The study found that, firstly, moderate network interruptions can enhance the emphasis of rural students on remote learning opportunities. Secondly, as students progress through higher grades, their demand for urban-rural interactive classroom content shifts from basic interaction to in-depth knowledge experience. The traditional gamified teaching model shows a decline in both learning efficiency and teaching evaluation in the senior grades. The research results provide a reference for the future application of urban-rural interactive classrooms in rural Hope Primary Schools.