Seite - 259 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

teaching behavior in class. However, the classroom in this period was mainly composed of the interaction between teachers and students. The application of technology was not considered in depth in classroom observation since the technology was neither rich nor widely used at that time. Only later did researchers begin to pay more attention to technical factors in the classroom. At the beginning of 21st century, with the rapid development of Internet and computer technology, educational resources—especially technical-support media— began to be created and used in class. Since this period, classroom teaching has undergone many changes due to rich teaching medias Professor Gu proposed ITIAS (Information Technology-based Interaction Analysis System) on the basis of FIAS [9], which firstly added specific contents to reflect students' behavior and human-media interaction. The improved coding system distinguished three subordinate behaviors, namely "teacher manipulation technology", "student manipulation technology" and "technology acting on students" at the level of technology interaction. But at this time, the description of technology use was not detailed, and specific applications for the classification of technology was not discussed. In 2010, considering the different media (traditional media and multi-media) applied in classroom, researcher Zhang added the teaching media dimension to the classical classroom observation system FIAS based on the typical method of teaching media classification developed by Laurillard (2002) [10]. He further expended the classroom observation system into two dimensions: classroom behavior and teaching media. Later, researcher Yang introduced TPACK theory as a new dimension into classroom observation, then proposed ETIAS (Educational Information Technology-based Interaction Analysis System) [11]. ETIAS expanded the classroom observation system into three dimensions: teaching behavior, teaching media and TPACK to analyze the behavior and the interaction with media of teachers and students in classroom, and also to analyze the knowledge structure that the teacher showed at classroom. However, it has been 15 years since the dimension of technology was firstly introduced into classroom observation. In recent years, the rise and application of artificial intelligence, big data, learning analysis and other technologies have set off a revolution in Chinese primary and secondary schools. The Smart classroom has arisen at this moment. Our research team believes that smart classroom is an environment based on intelligent media and supplemented by traditional media, which can providing learners with personalized learning for learners, and providing teachers with a new, macro-controlled learning for teachers [12]. But the classroom observation systems previously constructed by Zhang and Yang are limited by technological development. The division of media dimensions is not applicable to the current smart classrooms based on intelligent media and resources. Educational informationization 2.0, a policy distributed by Ministry of Education in China, emphasizes the development of smart education based on various types of intelligent devices and networks, and promotes the transformation of education supported by new technologies. Whether in traditional or smart classrooms, teaching is always the key link of school education [13]. However, the quality of teaching varies greatly among teachers in different places. Therefore, objectively and accurately evaluating the quality of teaching has become a difficult problem in the field of education. It is especially important to construct a classroom observation system for smart classrooms. This study constructs a Smart Classroom-based Interactive Analysis System (SCIAS) by combing the previous literature and with the characteristics of intelligent media. SCIAS re-constructed the classification of media in the classroom of primary M.Wangetal. /ExploringaNewCode forSmartClassroomAnalysis 259