The Relationship Among Teacher Affinity, Student Interest, Student Boredom, Student Digital Literacy, and Behavioral Engagement in a Smart Classroom Learning Environment

Student behavior engagement plays a crucial role in their learning process, impacting not only their academic achievement but also their learning experience and emotional development. With the continuous advancement of digital technology, the smart classroom has gradually become a mainstream learning environment. In this environment, the importance of teacher affinity and student digital literacy has become increasingly prominent. However, there is still a relative dearth of research on how these 2 factors specifically affect student behavioral engagement, and there is an urgent need for more in-depth exploration and analysis. In order to optimize the shortcomings of existing research, this study is dedicated to exploring the relationship between teacher affinity, student digital literacy, and student behavioral engagement in a smart classroom learning environment. Revealing the intrinsic connection between these elements provides strong empirical support for optimizing teaching strategies and enhancing student engagement.

This study utilized an offline questionnaire survey, and a total of 1100 Chinese high school students participated in this survey, and 989 valid questionnaires were received. Structural equation modeling was used to analyze the interrelationships among the factors.

The results showed that teacher affinity, student digital literacy, student interest, and student boredom significantly influenced student behavioral engagement. Student interest and student boredom mediate teacher affinity, student digital literacy, and student behavioral engagement.

The results of this study indicate that teacher affinity and student digital literacy have a significant effect on student behavioral engagement in a smart classroom teaching and learning environment, and it is worth noting that teacher affinity affects student behavioral engagement to a greater extent than student digital literacy affects behavioral engagement. Meanwhile, this study demonstrated that student interest and boredom play a mediating role between teacher affinity, student digital literacy, and student behavioral engagement. Teacher affinity and student digital literacy can indirectly affect student engagement, while student interest and boredom can indirectly influence this relationship.