Group Activities' Impact on Classroom Interaction Reconstruction and Atmosphere Optimization in Shanxi Colleges: A Mixed Empirical Analysis Based on 12 Classes

Abstract

To address the low participation dilemma in Shanxi college classrooms and the theoretical gap in interaction-atmosphere mechanisms within regional higher education, this study adopted a mixed-methods design to explore how group activities transform interaction patterns (such as the IRF model, and the shift from teacher-led to student-led interaction) and optimize classroom atmosphere. A quasi-experiment with control groups and a questionnaire survey were conducted on 12 classes (totaling 576 students) from 2 universities in Shanxi Province (located in Taiyuan and Linfen), covering 4 junior college-to-undergraduate (JC-U) classes, 4 regular undergraduate classes, and 4 non-intervention control classes. The 10-week intervention (conducted from March to June 2024) integrated "major-based heterogeneous grouping + academic question chains + peer feedback scaffolding," with strict control over intervention consistency. Results showed that post-intervention, JC-U classes had a higher student-led interaction frequency (21.3±3.2 times per 45 minutes) than regular undergraduate classes (17.8±2.9 times per 45 minutes), and both groups significantly exceeded their pre-test levels and the levels of the control group, as verified by repeated measures ANOVA (F=42.87, p<0.001, η²=0.41). Additionally, the proportion of the IRF pattern decreased by 42.3% in JC-U classes and 38.6% in regular undergraduate classes, while no significant change was observed in the control group (with η²=0.48 for JC-U classes). After controlling for initial academic level and learning motivation, student-led interaction positively predicted "academic inquiry willingness" (β=0.62, p<0.001) and "inter-grade cooperation" (β=0.58, p<0.001), and JC-U students exhibited lower learning anxiety (1.89±0.42 compared to 2.31±0.38 for regular undergraduates, t=-2.87, p<0.01, Cohen’s d=0.63). Qualitative analysis identified two key mechanisms: tasks linked to the energy industry matched JC-U students' work experience, and cross-group collaboration built psychological safety. This study verifies the applicability of the "practice-academic complementarity theory" in regional applied universities and provides replicable strategies for classroom reform in Shanxi.