This study demonstrates the impact of big data on academic performance in smart classrooms, suggesting customized teaching strategies improve student learning outcomes.
This study aims to explore the construction and effectiveness of college English wisdom classrooms in the context of big data. Through comprehensive analysis, this paper examines students’ learning behavior data in smart classrooms and evaluates the impact of different teaching strategies. The results indicate that students’ login frequency and study time are positively correlated with their academic performance. Cluster analysis effectively groups students based on their learning behaviors, providing a foundation for customized teaching. The use of big data technology significantly enhances the teaching quality of smart classrooms and improves students’ learning outcomes, underscoring its importance for the advancement of educational practice and theory.
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Jing Xu (2025) studied this question.
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