Quasi-experimental study demonstrates improved academic performance and motivation in college students through smart classroom integration, indicating substantial benefits for higher education.
Smart Classrooms (SC) and Educational Management Systems (EMS) are revolutionizing Higher Education with Technology Enabled Learning. This study investigates how SC integration in EMS impacts academic performance, personalized learning, time management, student motivation and the quality of educational resources. A mixed method quasi-experimental design with purposive sampling was employed, with experimental and control groups. Quantitative data was collected using questionnaires, pre and post-testing and EMS log while qualitative data was obtain through semi-structured interviews and classroom observations. SPSS was applied in quantitative analysis; QDA Miner and VOSviewer were used for qualitative analysis. All outcomes improved significantly by 27.4 to 29.6%. The integration of SC significantly predicted academic performance (β = 0.533), personalized learning (β = 0.586), time management (β = 0.530), motivation (β = 0.515), and quality of academic resources (β = 0.528). SC integration in EMS provides students with significantly improved learning outcomes and learning experiences.
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Li et al. (2026) studied this question.
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