Understanding the use of technology-enhanced learning spaces in Hong Kong: an exploratory study

ABSTRACT

The applications of technology-enhanced learning spaces have become a topical subject of research, with many studies conducted on the impact of technology-enhanced learning spaces on students’ learning; however, only a small number of these focus on how the spaces affect students’ learning. This article will elaborate on how technology-enhanced learning spaces facilitate the learning of students and explain in detail the impact of such spaces on them. Interviews were conducted with 48 postgraduate students who had experienced learning in technology-enhanced learning spaces. The interview data were analysed using the grounded theory approach and a theoretical model was proposed for the process of student learning in technology-enhanced learning spaces. The results demonstrate that three factors: academic motivation, extension of time and space, and externalization and expression, can facilitate student engagement in learning in technology-enhanced learning spaces. In addition, student characteristics is an influential factor in student engagement, while pedagogies also determine the effectiveness of these spaces.

KEYWORDS:

• Post-secondary education
• interactive learning environments
• pedagogical issues
• grounded theory
• technology-enhanced learning spaces

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the philosophy and social science research program of Zhejiang Province [19NDJC144YB], Zhejiang Provincial Natural Science Foundation of China [LY19F020037], the first instructional reform research projects of Zhejiang Province’s higher education “The 13th Five-Year Plan” [jg20180293], and the Wenzhou University’s Education Reform Project [18jg03].

Notes on contributors

Yafeng Xu

Yafeng XU, PhD, serves as an associate professor in the School of Education, Xizang Minzu University. He conducts research on the design and application of technology-enhanced learning spaces.

Chuang-Kai Chiu

Chuang-Kai Chiu, PhD, serves as an associate professor at College of Teacher Education, Wenzhou University. His research interests include educational technology, mobile/ubiquitous learning, and big data analysis/mining.

XinDong Ye

Xindong YE, PhD, serves as an associate professor in the School of Education, Wenzhou University. He conducts research on the impact of new media and technologies.