Are Smart Classrooms Enablers or Barriers for High School Instruction? Behavioral Sequence Evidence Through Value Co-Creation Lens

Amid the wave of digital transformation, the interaction of high school smart classroom interaction have undergone a fundamental shift from instrumental parasitic to mutual symbiotic relationships. From the perspective of value co-creation, smart classrooms can be conceptually reconstructed as an integrated system comprising suppliers of educational products, consumers, and technological platforms. This study examines three smart classroom cases (biology, politics, and physics) by coding teaching behaviors based on the Information Technology-Based Interaction Analysis System(ITIAS). Through lag sequential analysis and classroom observation, we identify effective teaching behaviors by analyzing the proportion and frequency of smart classroom behaviors, residual values, and behavioral transition diagrams. Supplementary data were collected via in-depth interviews with 15 teachers and 10 students from M High School. The findings of the comprehensive investigation reveal that new issues such as squeezing the interactive space of teachers and students, the defect of interactive structure, the single interactive method, and the willingness of the teacher's willingness to use the skills and skills are gradually prominent. Based on these results, we propose a three-tiered strategy for value co-creation: 1) Individual-level development: Strategies for teachers and students as resource providers and consumers to enhance agency; 2) Platform-level development: School-led strategies as environmental facilitators to optimize smart classroom ecosystems; 3) Institutional-level development: Government-supported strategies as value guarantors to ensure sustainable implementation. These recommendations aim to empower teachers and students as active participants, thereby improving the quality and efficiency of smart classrooms in high school.