# The Construction of Interactive Classrooms in Colleges and Universities Based on Big Data Analysis and Benchmark Graph Neural Network

Authors: Peipei Shen
Journal: Security and Communication Networks
 (2022)

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## Abstract

In the 21st century, big data technology is bringing unprecedented changes to all walks of life. In the era of big data, new technologies, new models, and education and teaching practices are constantly looking for the best combination. Words such as interactive classroom and teaching informatization are undergoing a process of continuous enrichment of their own content with the update of new technologies and the realization of various applications. The methods of online teaching are merging with the conventional teaching practice of universities. Interactive classroom is the representative of combining the advantages of webcasting technology with classroom teaching. It uses video and audio acquisition and coding technology, C4.5 algorithm, to calculate and transmit data and analyzes information entropy-related concepts, etc., to transmit interactive classroom teaching to various spaces. This has increased students’ interest in learning by nearly 50%, and teachers’ evaluation scores for students have also increased to nearly twice, which shows the impact of interactive classrooms on students’ self-drive. The key to the classroom does not refer to long distances, to break time and space, or to the expansion of learning groups and the unlimited sharing of educational resources. It should be the learner’s self-cognition and the barrier-free interaction with the teacher, which have been reflected in the interactive classroom.


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## Body

## 1. Introduction

Education informatization is becoming an important content of global education society. In the field of education and teaching, words such as distance teaching and teaching informatization are experiencing a process of continuous enrichment of their own content with the update of new technologies and the realization of various applications. Education and teaching under the traditional system are calling for a new supporting teaching system and innovative teaching mode that adapt to this conversion process. Teaching today not only inherits the existing characteristics of the class teaching system in the era of industrial civilization but also presents and explores new colors as the trend of educational information is approaching.The network real-time interactive and synchronized teaching has played a powerful role in using contemporary advanced communication technology to break the geographical and time constraints of education and teaching, bridge the gap of the uneven distribution of educational resources, and narrow the gap of unfair educational development. Adjusting or reorganizing the existing school classroom teaching and learning mode has become a hot spot of current school and social education. For example, in the field of teacher education, in recent years, China’s normal education colleges and universities have carried out long-distance teacher training programs through available technologies that have important strategic significance.In the era of increasingly developed information technology, information technology has penetrated into various fields such as medical care, art design, and e-commerce industries. In the era of increasing development of information technology, universities in different regions use big data to jointly build teaching and research platforms and conduct academic exchanges between experts from various disciplines. Teachers and students of various cooperative colleges and universities collectively carry out cooperative learning and resource sharing through the online subject course learning platform, use live broadcast teaching methods for real-time interaction, and cooperate with convenient curriculum exchange online communities. These measures will effectively promote the formation of learning interest groups and research groups and expand the breadth and depth of teaching and research in universities. The development of the interactive classroom has been far-reaching along with its research. Combining the teaching mode with interaction as the core, it provides differentiated learning plans for students, creates information-based education concepts for teachers, enables teachers to successfully use information-based teaching tools, creates smooth interaction between teachers and students, and enables students to have innovative spirit be improved.This paper first explains the research status of educational informatization and then introduces the relevant concepts and characteristics of interactive classrooms, describes the relevant concepts and formulas of big data and benchmark graph neural network technology, and puts forward suggestions to ensure the effectiveness of interactive classrooms.Figure1 shows the design flow chart of this paper.Figure 1
Design flow chart.


## 2. Related Work

Inequality in education in China’s urban and rural areas is widespread. To solve this problem, Zhou and Xiong adopted a live broadcast class in the fifth-grade English class. Using both quantitative and qualitative methods, 90 students and three teachers from three classes in two primary schools in Yunnan Province were selected as participants. The results suggest that the use of live classrooms is feasible to solve the unfair problems in microeducation (classrooms): bridging the gap between urban and rural students in terms of scores and attitudes towards English [1]. Recent research by Rahman et al. has shown that using classroom social networking media can increase involvement and activity. However, students’ attitudes towards this tool vary in terms of classroom participation, the academic performance, and overall instructional outcomes. The purpose of his research is to determine the effectiveness of real-time feeds for student classroom participation. At the completion of the lesson, students were approached to take a postsurvey to assess their impressions of class attendance after they had used live streaming in class. 50 out of 62 students (81%) responded to the survey, 70% reported that the live feed app facilitated collaborative learning and discussing, and 68% said it had increased their understanding of the topic. 66% reported that the live streaming app created a protective and anonymous environment, 64% felt it encouraged them to ask questions, and 60% of students said that the live feed did not increase their engagement [2]. Students are the masters of learning, and this should be guaranteed throughout the classroom. Therefore, for this research, the investigation of students is conducive to the protection of the status of student masters. Altinpulluk studied massive open online course (MOOC), which is among the online application of learning in which the technologies of communication connect the planet. It brought together members of the academy from the most outstanding universities to autonomous learning for themself by individuals in remote and isolated corners of the planet. While the MOOC concept is considered to be a cost-free, open online program offered in academia by respected academics from reputable universities worldwide, it comes close to the MOOC that has become so prevalent in recent years that it has drawn interest and critically analyzed through the theoretical framework. While conducting these analyses, it uses “critical posthumanism,” an umbrella concept that covers many theories [3]. Regardless of the content and form of the delivery mechanism, student participation is the key to successful teaching and learning. However, in an online learning environment, involving students is a special challenge. Unlike face-to-face courses, online courses present a unique challenge because the only social existence between teachers and students is through the Internet. Khan et al. discussed building on various pedagogical approaches, various strategies for designing online study sessions can be incorporated to foster high levels of student engagement. The role of collaborative student engagement tools in the design and delivery of online courses is also discussed as well as the role of these tools in creating an atmosphere of active student participation in learning activities and active discussion [4]. Bueno et al. is discussing the development of technical teaching content knowledge (TPACK) for math teachers (preservice and in-service) who have participated in online courses using GeoGebra to develop educational applications and puzzles. The theoretical basis is based on the TPACK frame and the development of the TPACK for Mathematics teachers by none other than Margaret Niess. In this regard, three representative categories are used to construct the following meta-texts: teaching methods, classroom environment management, and teacher professional development. Through discourse text analysis, it is possible to understand the concerns of participants when using information and communication technology to create different teaching methods. They realize that dealing with numbers requires teaching innovation, the support of new technologies, and new methods of configuring and managing digital resources in the classroom [5]. During the recent COVID-19 epidemic, an online course has become an increasingly important form of student learning. Nevertheless, online tutoring does not allow for face-to-face communication in the classroom to accurately judge students’ abilities. There are a number of questions and constraints such as unidirectional assessment, omission of the evaluation process, and simple evaluation forms. Therefore, Wang and Yu’s research on how to establish an online course scoring system and effectively utilize the scoring mechanism has become a pressing issue. An optimization framework for proposing a process-based evaluation of online courses, which uses deep study and cofiltration techniques based on online course scoring data and student reviews, analyzes online course scoring optimization [6]. These methods provide some references for our research, which has been recognized by the public due to its relatively long time and large sample size.


## 3. Related Concepts and Characteristics of Interactive Classroom

### 3.1. The Meaning of Interactive Classroom

Introducing “interaction” into the field of classroom mode is an interactive system that takes place in a variety of situations, has a variety of forms, and has a variety of content. Traditional teaching is mostly based on the teaching method and ignores the interaction between teachers and students. Interactive classroom is to form a new type of classroom mode that focuses on student learning and develops teachers, students, and students together as shown in Figures2 and 3.Figure 2
The teaching mode of teachers’ traditional teaching.Figure 3
The lesson mode of the interactive classroom.The traditional teaching model only emphasizes the dominant position of the teacher and is completely indoctrinating teaching. Instillation education is generally called “infusion” education. It is mainly characterized by emphasizing the inculcation of knowledge by educators to students. Indoctrination education is the product of the development of human society to a certain period of time. Its formation and development are closely related to people’s different understandings of knowledge, children, and teaching under certain social conditions. Students are very passive in learning, and this kind of teaching mode makes most students weary to study.What students can harvest in the interactive classroom are class videos, test materials, questionnaires, and so on as shown in Figure4.Figure 4
Student role permission system.It introduces the network into classroom teaching, creates an interactive classroom teaching environment based on big data and benchmark graph neural network, and develops creative interactive teaching activities to cultivate the creative ability of college students. After they have mastered the basic creative thinking methods and skills, they are guided to use the professional knowledge and skills they have learned to solve practical problems and display their creative talents [7]. The literature generated around interactive classrooms can be roughly divided into five indicator items: “same-frequency interactive classroom,” “special delivery classroom,” “remote synchronized classroom” or “synchronized classroom,” “live classroom,” and “recorded classroom.” The specific data enumerating the live classroom and synchronized classroom are shown in Figure 5.Figure 5
Specific data of live classroom and synchronized classroom.
(a)(b)From the above data, it is not difficult to see that there is an endless stream of relevant documents generated around interactive classrooms. And in the past few years, there has been a continuous growth trend, and the number of “live classrooms” has even exceeded a thousand. In the era of big data, the research on the integration of information technology in interactive classrooms is changing from quantity to quality [8].


### 3.2. Status Quo of Interactive Classroom Development

Although Chinese economic development level is low and the education hardware construction is weak, the current construction of the computer network environment in colleges and universities is basically complete. This provides objective hardware conditions for online classrooms [9]. The popularization rate of computer equipment in various majors of colleges and universities is selected as shown in Table 1.Table 1
Computer equipment penetration rate of various majors in colleges and universities.
University 1 (%)University 2 (%)University 3 (%)University 4 (%)Information technology100100100100Art design89.978.687.679.7Chinese language and literature68.967.978.972.6News media68.778.489.578.5Radio host78.967.987.587.2From the table data, it is not difficult to find that the classrooms of information technology majors are equipped with computers and even many art fields. Majors in the liberal arts field are also equipped with computers and up to 80%. With the development of information technology, the education and teaching of colleges and universities in the era of big data are supported by computer technology. This highlights the progress of the country’s science and technology and the importance of science and technology teaching.In the process of network hardware construction, the construction of network software has gradually matured [10]. In this way, using the existing environment and resources can create a network-based interactive classroom teaching situation. And most of the teachers in colleges and universities have received educational technology training. They have basically mastered the concepts and skills of educational technology and can improve their educational technology literacy in actual teaching and scientific research. In this way, students learn in the classroom environment constructed by the network, and their innovative ability can be cultivated and their practical ability can be exercised. Based on the above objective conditions, under certain theoretical guidance, we construct an online classroom teaching environment to study the classroom behavior of teachers and students [11].Investigating the interactive classroom in Chinese colleges and universities, there have been two teaching methods, namely, network-based and network-assisted. Taking the network as the mainstay, mainly used in distance education, and using the network as the supplement refer to the campus network teaching in colleges and universities [12]. For example, some schools have introduced the advanced People’s Education Publishing House network English teaching system, which makes the integration of multimedia technology and middle-school English courses more convenient and quick, and provides a guarantee for improving the efficiency of classroom English teaching. At the same time, the two major elements of the English subject-knowledge and content urge us to make full use of modern educational technology, maximize the advantages of online English teaching, and promote the integration of information technology and curriculum.


### 3.3. Features of Interactive Classroom

Through the understanding of the above meanings, in addition to the general characteristics of the traditional classroom model: purpose, planning, process, etc., the interactive classroom model also has its own characteristics.(1)
It mainly adopts questioning style. Questioning in the interactive classroom model is a major and necessary form of interaction. Whether it is a problem raised by a teacher or a problem raised by a student, it will eventually be solved because the interactive classroom is the process of constantly raising and solving problems around the teaching content.(2)
Equality. According to the above understanding of the meaning of the interactive classroom model, both teachers and students are interactive subjects, and both regard each other as equal subjects [13]. Through these interactive exchanges between teachers and students, the collision of ideas and the exchange of spiritual world can be realized. This means mutual recognition, mutual equality, mutual understanding, and respect between the parties involved. Although teachers have the advantages of profound professional knowledge and ability, there should be equality between teachers and students. In traditional classroom teaching, the students’ classroom behavior is required to follow the rules and obey orders. That is, the traditional thought of “the dignity of the teacher,” the teacher’s authority status cannot be shaken, and the teacher’s right to lead the classroom cannot be overridden. As long as a student completely obeys the teacher in thought or behavior, he is a “good student” in his mind, and the teacher’s words and deeds often show strictness. However, students dare not or will not ask questions to teachers. Teachers ignore the students’ potential and autonomy and have no chance to express their opinions. The authority of the teacher is absolute, and the students only accept it passively. It can be seen that the teacher-student relationship under the traditional classroom model is a relationship of obedience and order, but this idea is abandoned in the historical interactive classroom.(3)
Effectiveness. Compared with the traditional classroom model, to what extent does the interactive classroom model allow students to become the main body of learning in the classroom. Under the premise of avoiding waste of time and energy to the greatest extent, the purpose of implementing interaction is to effectively complete teaching tasks while ensuring teaching quality and achieving teaching goals. It enables students to obtain in-depth development in cognition and skills, emotional attitudes, and values, that is, actual effect [14].In addition to the above, there are a lot of features that are very beneficial to teacher-student communication in the classroom, the most important and most basic is its interactivity. The characteristics of the interactive classroom mode are shown in Figure6.Figure 6
Features of interactive classroom mode.


## 3.1. The Meaning of Interactive Classroom

Introducing “interaction” into the field of classroom mode is an interactive system that takes place in a variety of situations, has a variety of forms, and has a variety of content. Traditional teaching is mostly based on the teaching method and ignores the interaction between teachers and students. Interactive classroom is to form a new type of classroom mode that focuses on student learning and develops teachers, students, and students together as shown in Figures2 and 3.Figure 2
The teaching mode of teachers’ traditional teaching.Figure 3
The lesson mode of the interactive classroom.The traditional teaching model only emphasizes the dominant position of the teacher and is completely indoctrinating teaching. Instillation education is generally called “infusion” education. It is mainly characterized by emphasizing the inculcation of knowledge by educators to students. Indoctrination education is the product of the development of human society to a certain period of time. Its formation and development are closely related to people’s different understandings of knowledge, children, and teaching under certain social conditions. Students are very passive in learning, and this kind of teaching mode makes most students weary to study.What students can harvest in the interactive classroom are class videos, test materials, questionnaires, and so on as shown in Figure4.Figure 4
Student role permission system.It introduces the network into classroom teaching, creates an interactive classroom teaching environment based on big data and benchmark graph neural network, and develops creative interactive teaching activities to cultivate the creative ability of college students. After they have mastered the basic creative thinking methods and skills, they are guided to use the professional knowledge and skills they have learned to solve practical problems and display their creative talents [7]. The literature generated around interactive classrooms can be roughly divided into five indicator items: “same-frequency interactive classroom,” “special delivery classroom,” “remote synchronized classroom” or “synchronized classroom,” “live classroom,” and “recorded classroom.” The specific data enumerating the live classroom and synchronized classroom are shown in Figure 5.Figure 5
Specific data of live classroom and synchronized classroom.
(a)(b)From the above data, it is not difficult to see that there is an endless stream of relevant documents generated around interactive classrooms. And in the past few years, there has been a continuous growth trend, and the number of “live classrooms” has even exceeded a thousand. In the era of big data, the research on the integration of information technology in interactive classrooms is changing from quantity to quality [8].


## 3.2. Status Quo of Interactive Classroom Development

Although Chinese economic development level is low and the education hardware construction is weak, the current construction of the computer network environment in colleges and universities is basically complete. This provides objective hardware conditions for online classrooms [9]. The popularization rate of computer equipment in various majors of colleges and universities is selected as shown in Table 1.Table 1
Computer equipment penetration rate of various majors in colleges and universities.
University 1 (%)University 2 (%)University 3 (%)University 4 (%)Information technology100100100100Art design89.978.687.679.7Chinese language and literature68.967.978.972.6News media68.778.489.578.5Radio host78.967.987.587.2From the table data, it is not difficult to find that the classrooms of information technology majors are equipped with computers and even many art fields. Majors in the liberal arts field are also equipped with computers and up to 80%. With the development of information technology, the education and teaching of colleges and universities in the era of big data are supported by computer technology. This highlights the progress of the country’s science and technology and the importance of science and technology teaching.In the process of network hardware construction, the construction of network software has gradually matured [10]. In this way, using the existing environment and resources can create a network-based interactive classroom teaching situation. And most of the teachers in colleges and universities have received educational technology training. They have basically mastered the concepts and skills of educational technology and can improve their educational technology literacy in actual teaching and scientific research. In this way, students learn in the classroom environment constructed by the network, and their innovative ability can be cultivated and their practical ability can be exercised. Based on the above objective conditions, under certain theoretical guidance, we construct an online classroom teaching environment to study the classroom behavior of teachers and students [11].Investigating the interactive classroom in Chinese colleges and universities, there have been two teaching methods, namely, network-based and network-assisted. Taking the network as the mainstay, mainly used in distance education, and using the network as the supplement refer to the campus network teaching in colleges and universities [12]. For example, some schools have introduced the advanced People’s Education Publishing House network English teaching system, which makes the integration of multimedia technology and middle-school English courses more convenient and quick, and provides a guarantee for improving the efficiency of classroom English teaching. At the same time, the two major elements of the English subject-knowledge and content urge us to make full use of modern educational technology, maximize the advantages of online English teaching, and promote the integration of information technology and curriculum.


## 3.3. Features of Interactive Classroom

Through the understanding of the above meanings, in addition to the general characteristics of the traditional classroom model: purpose, planning, process, etc., the interactive classroom model also has its own characteristics.(1)
It mainly adopts questioning style. Questioning in the interactive classroom model is a major and necessary form of interaction. Whether it is a problem raised by a teacher or a problem raised by a student, it will eventually be solved because the interactive classroom is the process of constantly raising and solving problems around the teaching content.(2)
Equality. According to the above understanding of the meaning of the interactive classroom model, both teachers and students are interactive subjects, and both regard each other as equal subjects [13]. Through these interactive exchanges between teachers and students, the collision of ideas and the exchange of spiritual world can be realized. This means mutual recognition, mutual equality, mutual understanding, and respect between the parties involved. Although teachers have the advantages of profound professional knowledge and ability, there should be equality between teachers and students. In traditional classroom teaching, the students’ classroom behavior is required to follow the rules and obey orders. That is, the traditional thought of “the dignity of the teacher,” the teacher’s authority status cannot be shaken, and the teacher’s right to lead the classroom cannot be overridden. As long as a student completely obeys the teacher in thought or behavior, he is a “good student” in his mind, and the teacher’s words and deeds often show strictness. However, students dare not or will not ask questions to teachers. Teachers ignore the students’ potential and autonomy and have no chance to express their opinions. The authority of the teacher is absolute, and the students only accept it passively. It can be seen that the teacher-student relationship under the traditional classroom model is a relationship of obedience and order, but this idea is abandoned in the historical interactive classroom.(3)
Effectiveness. Compared with the traditional classroom model, to what extent does the interactive classroom model allow students to become the main body of learning in the classroom. Under the premise of avoiding waste of time and energy to the greatest extent, the purpose of implementing interaction is to effectively complete teaching tasks while ensuring teaching quality and achieving teaching goals. It enables students to obtain in-depth development in cognition and skills, emotional attitudes, and values, that is, actual effect [14].In addition to the above, there are a lot of features that are very beneficial to teacher-student communication in the classroom, the most important and most basic is its interactivity. The characteristics of the interactive classroom mode are shown in Figure6.Figure 6
Features of interactive classroom mode.


## 4. Big Data and Benchmark Graph Neural Network Technology

### 4.1. Interactive Classroom Video and Audio Acquisition and Coding Technology

Video acquisition mainly refers to the conversion of live teaching activities in colleges and universities into data that can be transmitted on the network or in satellite channels through video acquisition equipment and digital signal encoding systems [15]. It uses intern recording and video guide recording and broadcasting equipment and signal lines or uses an automatic recording and broadcasting platform to form live teaching data from multimedia resources such as audio and video and teaching courseware at the teacher’s teaching site. After being encoded by the streaming media server, it is transmitted to the live cloud server in real time and distributed to the remote synchronized classrooms of other colleges and universities in time as shown in Figure 7.Figure 7
On-site video acquisition system for interactive classroom teaching.The video capture and encoding server of the interactive classroom is a real-time audio and video processing equipment that supports all services. It provides live video function as the core, while assisting other services such as time shifting and watching back [16]. The system integrates information source collection, coding system, stream fragmentation processing, and output format processing modules. It can encode multiple formats of audio and video signal input, output multiple streams to implement services such as live broadcasts, and rely on lower bit streams to obtain higher-quality audio and video. It is suitable for the video specifications of multiple platforms such as mobile phones and the Internet and can automatically select the appropriate output method according to the actual application scenario. When users use it, they only need to connect the network interface, audio and video interface, input and output channels, and other corresponding cables to construct various live streams. During the live broadcast, the live content can be encoded and saved as a local file. As the content of the review, it is supported in the live broadcast at the same time. Like other programs, the review supports fragmentation and streaming broadcast and supports video review at any time within 7 days [17] as shown in Figure 8.Figure 8
The internal coding process of the interactive classroom teaching acquisition server.


### 4.2. Regression Analysis

Regression analysis is used to determine the quantitative relationship between two or more variables. And using regression analysis can find a certain rule from some actual data, such as establishing a deterministic or nondeterministic relationship between observable factor variables and dependent variables:(1)Y=fx1,x2,…xn+β,y=Ey=fx1,x2,…xn.where β and Y are random variables, namely:(2)Y=fx1,x2,…xn+β=μ0+∑i=1mμixi+β.It can be obtained from this that, due to the uncertainty of accounting, linear regression analysis is to study the uncertainty relationship formula through a formula with a definite relationship. It needs to obtain the estimator ofy by finding the estimator of μ and μi. At the same time, the regression data are analyzed to calculate the number of viewers in the interactive classroom on the spot, the number of interactions, and the number of online users at the same time period, etc. The calculated data are shown in Table 2.Table 2
The cumulative number of viewers before 16:05 in class and the number of interactive and online data in these 5 minutes.
16:0116:0216:0316:0416:05Number of interactions56785545432354437654Number of people online434344565655875Number of spectators890109887812981876Reflected from the data, all real-time classroom data can be presented through calculation so as to track the class information in real time.


### 4.3. Principal Component Analysis

The purpose of principal component analysis is to transform multiple index variables that may have correlations into a few independent linear and uncorrelated comprehensive index variables through orthogonal transformation.Principal component analysis was first introduced by Karl Pearson for nonrandom variables, and then, H. Hotelling extended this method to the case of random vectors. The size of the information is usually measured by the sum of squared deviations or variance. The mathematical model of principal component analysis is as follows: letX be the initial variable, and the variable B needs to be required. After n observations of X, the observation data matrix can be obtained.(3)X=x11x12…x1qx21x22…x2q……xn1xn2…xnq=x1,x2…xn,in(4)xi=x1ix2i…xnii=1,2,...n.Using theq vectors of the data matrix x, we get(5)B1=a11X1+a21X2+⋯aq1Xq,B2=a12X1+a22X2+⋯aq2Xq,B3=a13X1+a23X2+⋯aq3Xq,(6)Bq=a1qX1+a2qX2+⋯aqqXq,It is abbreviated as(7)Bi=a1iX1+a2iX2+….aqiXq,i=1,2,…q,WhenX is an n-dimensional vector, B is also an n-dimensional vector. In this way, the polling principle is shown in Figure 9.Figure 9
Polling principle.It can monitor the transmission speed of live broadcast under different devices in the interactive classroom, as shown in Table3.Table 3
Speed monitoring of different transmission servers.
12:01 (bps)12:02 (bps)12:03 (bps)12:04 (bps)Dell12141516TP-LINK13341323FTP56454956The data found that the transfer speed of FTP is more appropriate and stable [18]. It created an improved version of polling-long polling, as shown in Figure 10.Figure 10
Long polling mode.The long polling principle not only enables real-time communication but also releases the network bandwidth burdened by information interaction, reducing the waste of resources [19].


### 4.4. Concepts Related to Information Entropy

Self-information amount: the self-information amount of information symbolam is defined as Iam=−log2qai. It represents the uncertainty that the recipient sends to source am before receiving am, where qai is the probability of taking a value of am [20]. The amount of self-information reflects the uncertainty of acceptance am. The greater the amount of self-information, the greater the uncertainty. Information entropy: the amount of self-information reflects the uncertainty of the symbol, and the overall uncertainty of the entire source x is measured by information entropy.(8)HX=−qailog2qa1+⋯−qanlog2qan,HX=−∑i=1nqailog2qai.Conditional entropy: conditional entropyH is used to measure the uncertainty of the random variable X after the receiver receives the information Y when the source X and the random variable Y are not independent of each other. The information source symbol corresponding to X is a, and the information source symbol corresponding to Y is b, then(9)HX|Y=∑j=1sqbjHX|bj,HX|Y=∑j=1sqbj−∑i=1nqai|bjlog2qai|bj,HX|Y=∑j=1sqbjqai|bjlog2qai|bj,−∑j=1s∑i=1nqai,bjlog2qai|bj.Average mutual information amount: it represents the amount of information aboutX that signal Y can provide, namely(10)IX|Y=HX−HX|Y.


### 4.5. C4.5 Algorithm Calculates the Transmission Data

The fundamental idea of the C4.5 method differs from the ID3 method in that the C4.5 technique selects the test attributes with the greatest possible information gained rate. In the sample setT, if the parameter a has n properties, then the property values are recorded as a1,a2,…,an, and the number of samples corresponding to the value of a is ni, respectively, and(11)n1+n2+3,…,nk=n,where n is the total number of samples. The entropy value H of attribute a is the price that needs to be paid to obtain the information about attribute a of the sample, namely(12)HX,A=−∑i=1kqailog2qai≈−∑i=1kninlognin.The information gain rate is defined as the ratio of the average mutual information to the cost of obtaining information, namely(13)EX,a=IX,aHX,a.This kind of transmission is actually “two flowers bloom, one branch on each table.” Each data stream of remote live classroom teaching takes a closed line, each remote receiving school student feedback information data real-time transmission uses another line, and the two form a synchronous teaching interactive classroom transmission system through the consistency and continuity of time as shown in Figure11.Figure 11
Networking synchronous live classroom teaching transmission system.


### 4.6. University Networking Synchronous Live Teaching System

In the specific teaching live broadcast, the live class teaching situation captures the live teachers and students’ pictures and audio through the hypothetical camera position and sound collection equipment. The teacher’s computer courseware desktop signal is connected to the director station through the signal line. In the live teaching site, the teaching assistant uses the camera to record the whole course of the class and record the audio and video information on the spot. At the same time, multiple formats of teaching materials can be connected to the system through the director cut control and then transmitted to the streaming media server through the transmission signal line. After the live video and audio are converted by a streaming media encoder, they are packaged into a signal and transmitted to the cloud server of China Education Television Station through the network. It distributes the collected data streams live through cloud service groups with nodes all over the country and finally integrates a channel of live teaching data to output to the classrooms of different colleges and universities in various places. Distance learners concentrate on listening to the lectures and can communicate with the teachers and students on the live broadcast site through assistants to make up for the lack of classroom interaction. Learners can also log on to the Netlink public service platform to conduct in-depth discussions about courses at any time and interact with teachers on the platform as shown in Figure12.Figure 12
Architecture diagram of interactive classroom teaching system in colleges and universities.


## 4.1. Interactive Classroom Video and Audio Acquisition and Coding Technology

Video acquisition mainly refers to the conversion of live teaching activities in colleges and universities into data that can be transmitted on the network or in satellite channels through video acquisition equipment and digital signal encoding systems [15]. It uses intern recording and video guide recording and broadcasting equipment and signal lines or uses an automatic recording and broadcasting platform to form live teaching data from multimedia resources such as audio and video and teaching courseware at the teacher’s teaching site. After being encoded by the streaming media server, it is transmitted to the live cloud server in real time and distributed to the remote synchronized classrooms of other colleges and universities in time as shown in Figure 7.Figure 7
On-site video acquisition system for interactive classroom teaching.The video capture and encoding server of the interactive classroom is a real-time audio and video processing equipment that supports all services. It provides live video function as the core, while assisting other services such as time shifting and watching back [16]. The system integrates information source collection, coding system, stream fragmentation processing, and output format processing modules. It can encode multiple formats of audio and video signal input, output multiple streams to implement services such as live broadcasts, and rely on lower bit streams to obtain higher-quality audio and video. It is suitable for the video specifications of multiple platforms such as mobile phones and the Internet and can automatically select the appropriate output method according to the actual application scenario. When users use it, they only need to connect the network interface, audio and video interface, input and output channels, and other corresponding cables to construct various live streams. During the live broadcast, the live content can be encoded and saved as a local file. As the content of the review, it is supported in the live broadcast at the same time. Like other programs, the review supports fragmentation and streaming broadcast and supports video review at any time within 7 days [17] as shown in Figure 8.Figure 8
The internal coding process of the interactive classroom teaching acquisition server.


## 4.2. Regression Analysis

Regression analysis is used to determine the quantitative relationship between two or more variables. And using regression analysis can find a certain rule from some actual data, such as establishing a deterministic or nondeterministic relationship between observable factor variables and dependent variables:(1)Y=fx1,x2,…xn+β,y=Ey=fx1,x2,…xn.where β and Y are random variables, namely:(2)Y=fx1,x2,…xn+β=μ0+∑i=1mμixi+β.It can be obtained from this that, due to the uncertainty of accounting, linear regression analysis is to study the uncertainty relationship formula through a formula with a definite relationship. It needs to obtain the estimator ofy by finding the estimator of μ and μi. At the same time, the regression data are analyzed to calculate the number of viewers in the interactive classroom on the spot, the number of interactions, and the number of online users at the same time period, etc. The calculated data are shown in Table 2.Table 2
The cumulative number of viewers before 16:05 in class and the number of interactive and online data in these 5 minutes.
16:0116:0216:0316:0416:05Number of interactions56785545432354437654Number of people online434344565655875Number of spectators890109887812981876Reflected from the data, all real-time classroom data can be presented through calculation so as to track the class information in real time.


## 4.3. Principal Component Analysis

The purpose of principal component analysis is to transform multiple index variables that may have correlations into a few independent linear and uncorrelated comprehensive index variables through orthogonal transformation.Principal component analysis was first introduced by Karl Pearson for nonrandom variables, and then, H. Hotelling extended this method to the case of random vectors. The size of the information is usually measured by the sum of squared deviations or variance. The mathematical model of principal component analysis is as follows: letX be the initial variable, and the variable B needs to be required. After n observations of X, the observation data matrix can be obtained.(3)X=x11x12…x1qx21x22…x2q……xn1xn2…xnq=x1,x2…xn,in(4)xi=x1ix2i…xnii=1,2,...n.Using theq vectors of the data matrix x, we get(5)B1=a11X1+a21X2+⋯aq1Xq,B2=a12X1+a22X2+⋯aq2Xq,B3=a13X1+a23X2+⋯aq3Xq,(6)Bq=a1qX1+a2qX2+⋯aqqXq,It is abbreviated as(7)Bi=a1iX1+a2iX2+….aqiXq,i=1,2,…q,WhenX is an n-dimensional vector, B is also an n-dimensional vector. In this way, the polling principle is shown in Figure 9.Figure 9
Polling principle.It can monitor the transmission speed of live broadcast under different devices in the interactive classroom, as shown in Table3.Table 3
Speed monitoring of different transmission servers.
12:01 (bps)12:02 (bps)12:03 (bps)12:04 (bps)Dell12141516TP-LINK13341323FTP56454956The data found that the transfer speed of FTP is more appropriate and stable [18]. It created an improved version of polling-long polling, as shown in Figure 10.Figure 10
Long polling mode.The long polling principle not only enables real-time communication but also releases the network bandwidth burdened by information interaction, reducing the waste of resources [19].


## 4.4. Concepts Related to Information Entropy

Self-information amount: the self-information amount of information symbolam is defined as Iam=−log2qai. It represents the uncertainty that the recipient sends to source am before receiving am, where qai is the probability of taking a value of am [20]. The amount of self-information reflects the uncertainty of acceptance am. The greater the amount of self-information, the greater the uncertainty. Information entropy: the amount of self-information reflects the uncertainty of the symbol, and the overall uncertainty of the entire source x is measured by information entropy.(8)HX=−qailog2qa1+⋯−qanlog2qan,HX=−∑i=1nqailog2qai.Conditional entropy: conditional entropyH is used to measure the uncertainty of the random variable X after the receiver receives the information Y when the source X and the random variable Y are not independent of each other. The information source symbol corresponding to X is a, and the information source symbol corresponding to Y is b, then(9)HX|Y=∑j=1sqbjHX|bj,HX|Y=∑j=1sqbj−∑i=1nqai|bjlog2qai|bj,HX|Y=∑j=1sqbjqai|bjlog2qai|bj,−∑j=1s∑i=1nqai,bjlog2qai|bj.Average mutual information amount: it represents the amount of information aboutX that signal Y can provide, namely(10)IX|Y=HX−HX|Y.


## 4.5. C4.5 Algorithm Calculates the Transmission Data

The fundamental idea of the C4.5 method differs from the ID3 method in that the C4.5 technique selects the test attributes with the greatest possible information gained rate. In the sample setT, if the parameter a has n properties, then the property values are recorded as a1,a2,…,an, and the number of samples corresponding to the value of a is ni, respectively, and(11)n1+n2+3,…,nk=n,where n is the total number of samples. The entropy value H of attribute a is the price that needs to be paid to obtain the information about attribute a of the sample, namely(12)HX,A=−∑i=1kqailog2qai≈−∑i=1kninlognin.The information gain rate is defined as the ratio of the average mutual information to the cost of obtaining information, namely(13)EX,a=IX,aHX,a.This kind of transmission is actually “two flowers bloom, one branch on each table.” Each data stream of remote live classroom teaching takes a closed line, each remote receiving school student feedback information data real-time transmission uses another line, and the two form a synchronous teaching interactive classroom transmission system through the consistency and continuity of time as shown in Figure11.Figure 11
Networking synchronous live classroom teaching transmission system.


## 4.6. University Networking Synchronous Live Teaching System

In the specific teaching live broadcast, the live class teaching situation captures the live teachers and students’ pictures and audio through the hypothetical camera position and sound collection equipment. The teacher’s computer courseware desktop signal is connected to the director station through the signal line. In the live teaching site, the teaching assistant uses the camera to record the whole course of the class and record the audio and video information on the spot. At the same time, multiple formats of teaching materials can be connected to the system through the director cut control and then transmitted to the streaming media server through the transmission signal line. After the live video and audio are converted by a streaming media encoder, they are packaged into a signal and transmitted to the cloud server of China Education Television Station through the network. It distributes the collected data streams live through cloud service groups with nodes all over the country and finally integrates a channel of live teaching data to output to the classrooms of different colleges and universities in various places. Distance learners concentrate on listening to the lectures and can communicate with the teachers and students on the live broadcast site through assistants to make up for the lack of classroom interaction. Learners can also log on to the Netlink public service platform to conduct in-depth discussions about courses at any time and interact with teachers on the platform as shown in Figure12.Figure 12
Architecture diagram of interactive classroom teaching system in colleges and universities.


## 5. The Effectiveness of Interactive Classrooms

### 5.1. Promoting Education Equity

By applying big data and other educational technologies to the teaching of interactive classrooms in colleges and universities, the communication between students and teachers is more convenient and efficient, sharing good teachers, sharing resources, mutual exchanges, and cooperative exploration, and the classroom is more vivid.In terms of time, communication between teachers and students is no longer limited to after class. In the process of teacher’s explanation, students can also put forward their own questions and opinions at any time, question the teacher, and diverge students’ thinking. This allows excellent teacher resources to spread and flow across provinces, cities, and even across the country.In space, with the addition of educational technology, better learning materials, and more learning partners, these advantages can to a large extent allow children in underdeveloped areas to start farther and have more possibilities for good development. This allows excellent educational resources to benefit more places, share the beautiful learning life brought about by science and technology, and jointly promote educational equity.Combining the interactive classroom teaching concepts of the two places, the planned classroom structure of the two places is shown in Figure13.Figure 13
Floor structure diagram of interactive classroom.Home-school cooperation is the foundation of student progress, so parents must be guaranteed the right to speak. It counts the evaluation of interactive classrooms by parents from freshman to junior year in a college as shown in Table4.Table 4
Evaluation of interactive courses by freshman to junior students in a university.
Dislike (%)Commonly (%)Approval (%)Very recognized (%)Freshman5.71236.445.9Sophomore6.71536.841.5Junior4.31733.745This statistic is based on the dislike, general, approved, and very approved attitudes of students’ parents on the evaluation of interactive classrooms. Whether it is a freshman or a junior, parents find that their acceptance of interactive classrooms is still very high, and nearly half of them agree.In addition to the important role of students in the classroom, the evaluation of teachers is also worth studying. In the same way, the teachers of this school make a ten-point evaluation of the students’ performance before and after the interactive classroom, such as the degree of enthusiasm, the degree of interaction, the quality of homework, and the performance feedback. The data are shown in Figure14.Figure 14
Teachers’ evaluation of students’ performance before and after the interactive classroom.
(a)(b)According to the data, the performance of students in interactive classrooms, the degree of enthusiasm, the degree of interaction, the quality of homework, and the score feedback have increased by nearly 50% compared with the previous ones. Good class performance can have high-quality class effects and produce excellent academic results. Interactive classrooms promote a virtuous circle of student learning.


### 5.2. Increasing Student Interest

People often use words like “like” and “love” to express a person’s identification with a certain person, a certain thing, or a certain activity. For example, children like to observe ants moving, girls like to play piano, and boys like cars. People like this tendency to explore things spontaneously and enthusiastically for certain activities from the heart, and people call it interest. Only when students have a strong interest in learning a course, will they be eager to learn more about it. When he encounters difficulties and setbacks in the learning process, he will not feel irritable and helpless, but will actively think, actively communicate with others, engage in ideological collisions, break through difficult problems, and improve himself. The time of each class is usually 40–45 minutes, and the spirit of the students cannot be focused on learning all the time. When the concentration is not concentrated, if the learning content is obscure, it will inevitably cause the understanding and memory of the abstract content to be imperfect. Modern educational technology can improve this problem because of its vivid and flexible characteristics. It can use pictures, videos, audios, and animations to make boring single text or complex images more vivid and intuitive, arouse students’ interest in learning, stimulate internal motivation, and make students’ learning fun. For example, in the actual middle-school classroom English teaching, the teacher can first listen to some English songs related to the new class to the students and guide the students to sing along, or they can ask the students who can sing to lead everyone to learn to sing English songs. It starts new learning in a cheerful and harmonious classroom atmosphere, allowing students to accept English learning naturally. It then guides students to learn specific vocabulary or sentences. However, the creation of English teaching situation is not limited to the introduction link. Teachers can also use educational technology in the follow-up consolidation, practice, and even summary, to create a vivid but not messy English teaching situation to improve the learning effect of students. The statistics of freshman to sophomore students’ interest in interactive classrooms are shown in Figure15.Figure 15
Freshman to sophomore students’ interest in interactive classrooms.
(a)(b)


### 5.3. Improving Classroom Efficiency

In the era of big data, personalized interactive courses integrate information application tools such as personalized learning and smart classrooms to efficiently provide teachers with scientific, reasonable, and personalized teaching design. An efficient and vivid fusion class is to combine the typical mistakes that are easy to make, focus on the common problems existing in most students, and enrich the teaching content. Teachers and students communicate in multiple directions to keep abreast of the students’ learning situation to ensure that they learn how to teach and grasp the key points of teaching flexibly. The standardization of interactive classrooms is to realize the integration of teachers from preclass preparation, in-class teaching, after-class assessment, and guidance. This makes classroom interaction more efficient, evaluation feedback is more timely, and teaching goals are clearer. Interactive classroom has the advantages of rich teaching content, personalized learning, real-time performance analysis, diversified teaching methods, support for review at any time, and growth records. This makes the classroom capacity increase significantly, and the teaching efficiency is significantly improved. These characteristics show that high-quality and efficient teaching is high in density and fast-paced, and such new classrooms have high requirements for teachers and students. With the development of information technology, the connotation of curriculum resources has also expanded. For example, the more commonly used teaching methods in primary school Chinese classrooms include lecture method, problem-inquiry method, situational teaching method, and reading instruction method. Figure16 shows the usage frequency of teachers’ teaching methods before and after the interactive classroom.Figure 16
Teachers’ teaching methods before and after the interactive classroom.
(a)(b)After teachers have accepted interactive classroom teaching, the use of situational teaching methods and problem-inquiry methods has increased, which has greatly overturned the previous situation of mainly teaching methods.


### 5.4. Realizing Teaching Students in accordance with Their Aptitude

In traditional classroom teaching, because there may be gaps between good students and poor students in many aspects, it is difficult to achieve a balance between the two. This causes teachers to be helpless when facing students of different learning levels and unable to take care of both good students and poor students at the same time. This makes both sides unable to achieve the same goal, which is also a problem that has plagued many teachers for many years. Until the emergence of educational technology, it is possible to solve this difficult problem. After applying computer technology in teaching, teachers can establish a systematic autonomous learning environment for students, which is a multilevel and multichannel environment. The exercises are divided into several levels from low level to high level, and students choose according to their actual situation. Students have fully mastered the lower level and then enter the higher level, thus gradually progress and lay a solid foundation. Of course, for very good students, we can also use the rich network resources to deepen the difficulty.


## 5.1. Promoting Education Equity

By applying big data and other educational technologies to the teaching of interactive classrooms in colleges and universities, the communication between students and teachers is more convenient and efficient, sharing good teachers, sharing resources, mutual exchanges, and cooperative exploration, and the classroom is more vivid.In terms of time, communication between teachers and students is no longer limited to after class. In the process of teacher’s explanation, students can also put forward their own questions and opinions at any time, question the teacher, and diverge students’ thinking. This allows excellent teacher resources to spread and flow across provinces, cities, and even across the country.In space, with the addition of educational technology, better learning materials, and more learning partners, these advantages can to a large extent allow children in underdeveloped areas to start farther and have more possibilities for good development. This allows excellent educational resources to benefit more places, share the beautiful learning life brought about by science and technology, and jointly promote educational equity.Combining the interactive classroom teaching concepts of the two places, the planned classroom structure of the two places is shown in Figure13.Figure 13
Floor structure diagram of interactive classroom.Home-school cooperation is the foundation of student progress, so parents must be guaranteed the right to speak. It counts the evaluation of interactive classrooms by parents from freshman to junior year in a college as shown in Table4.Table 4
Evaluation of interactive courses by freshman to junior students in a university.
Dislike (%)Commonly (%)Approval (%)Very recognized (%)Freshman5.71236.445.9Sophomore6.71536.841.5Junior4.31733.745This statistic is based on the dislike, general, approved, and very approved attitudes of students’ parents on the evaluation of interactive classrooms. Whether it is a freshman or a junior, parents find that their acceptance of interactive classrooms is still very high, and nearly half of them agree.In addition to the important role of students in the classroom, the evaluation of teachers is also worth studying. In the same way, the teachers of this school make a ten-point evaluation of the students’ performance before and after the interactive classroom, such as the degree of enthusiasm, the degree of interaction, the quality of homework, and the performance feedback. The data are shown in Figure14.Figure 14
Teachers’ evaluation of students’ performance before and after the interactive classroom.
(a)(b)According to the data, the performance of students in interactive classrooms, the degree of enthusiasm, the degree of interaction, the quality of homework, and the score feedback have increased by nearly 50% compared with the previous ones. Good class performance can have high-quality class effects and produce excellent academic results. Interactive classrooms promote a virtuous circle of student learning.


## 5.2. Increasing Student Interest

People often use words like “like” and “love” to express a person’s identification with a certain person, a certain thing, or a certain activity. For example, children like to observe ants moving, girls like to play piano, and boys like cars. People like this tendency to explore things spontaneously and enthusiastically for certain activities from the heart, and people call it interest. Only when students have a strong interest in learning a course, will they be eager to learn more about it. When he encounters difficulties and setbacks in the learning process, he will not feel irritable and helpless, but will actively think, actively communicate with others, engage in ideological collisions, break through difficult problems, and improve himself. The time of each class is usually 40–45 minutes, and the spirit of the students cannot be focused on learning all the time. When the concentration is not concentrated, if the learning content is obscure, it will inevitably cause the understanding and memory of the abstract content to be imperfect. Modern educational technology can improve this problem because of its vivid and flexible characteristics. It can use pictures, videos, audios, and animations to make boring single text or complex images more vivid and intuitive, arouse students’ interest in learning, stimulate internal motivation, and make students’ learning fun. For example, in the actual middle-school classroom English teaching, the teacher can first listen to some English songs related to the new class to the students and guide the students to sing along, or they can ask the students who can sing to lead everyone to learn to sing English songs. It starts new learning in a cheerful and harmonious classroom atmosphere, allowing students to accept English learning naturally. It then guides students to learn specific vocabulary or sentences. However, the creation of English teaching situation is not limited to the introduction link. Teachers can also use educational technology in the follow-up consolidation, practice, and even summary, to create a vivid but not messy English teaching situation to improve the learning effect of students. The statistics of freshman to sophomore students’ interest in interactive classrooms are shown in Figure15.Figure 15
Freshman to sophomore students’ interest in interactive classrooms.
(a)(b)


## 5.3. Improving Classroom Efficiency

In the era of big data, personalized interactive courses integrate information application tools such as personalized learning and smart classrooms to efficiently provide teachers with scientific, reasonable, and personalized teaching design. An efficient and vivid fusion class is to combine the typical mistakes that are easy to make, focus on the common problems existing in most students, and enrich the teaching content. Teachers and students communicate in multiple directions to keep abreast of the students’ learning situation to ensure that they learn how to teach and grasp the key points of teaching flexibly. The standardization of interactive classrooms is to realize the integration of teachers from preclass preparation, in-class teaching, after-class assessment, and guidance. This makes classroom interaction more efficient, evaluation feedback is more timely, and teaching goals are clearer. Interactive classroom has the advantages of rich teaching content, personalized learning, real-time performance analysis, diversified teaching methods, support for review at any time, and growth records. This makes the classroom capacity increase significantly, and the teaching efficiency is significantly improved. These characteristics show that high-quality and efficient teaching is high in density and fast-paced, and such new classrooms have high requirements for teachers and students. With the development of information technology, the connotation of curriculum resources has also expanded. For example, the more commonly used teaching methods in primary school Chinese classrooms include lecture method, problem-inquiry method, situational teaching method, and reading instruction method. Figure16 shows the usage frequency of teachers’ teaching methods before and after the interactive classroom.Figure 16
Teachers’ teaching methods before and after the interactive classroom.
(a)(b)After teachers have accepted interactive classroom teaching, the use of situational teaching methods and problem-inquiry methods has increased, which has greatly overturned the previous situation of mainly teaching methods.


## 5.4. Realizing Teaching Students in accordance with Their Aptitude

In traditional classroom teaching, because there may be gaps between good students and poor students in many aspects, it is difficult to achieve a balance between the two. This causes teachers to be helpless when facing students of different learning levels and unable to take care of both good students and poor students at the same time. This makes both sides unable to achieve the same goal, which is also a problem that has plagued many teachers for many years. Until the emergence of educational technology, it is possible to solve this difficult problem. After applying computer technology in teaching, teachers can establish a systematic autonomous learning environment for students, which is a multilevel and multichannel environment. The exercises are divided into several levels from low level to high level, and students choose according to their actual situation. Students have fully mastered the lower level and then enter the higher level, thus gradually progress and lay a solid foundation. Of course, for very good students, we can also use the rich network resources to deepen the difficulty.


## 6. Conclusion

Economic development and the continuous emergence of new technologies have promoted the process of education informatization. Educational informatization makes it possible to establish, share, and develop together regional resources. Quality education is the main theme of the current classroom teaching reform. The quality of classroom teaching is to face all students; develop the overall quality of students; let students actively discover, research, and analyze problems; solve problems; and take the initiative to construct the meaning of knowledge. Interactive classroom is the product of the combination of big data information technology and education and teaching. The teaching system centered on “interaction” strengthens the connection between students, teachers, and academic staff through network information technology. This has played an indispensable role in the field of school education. Through the integration of teaching system, teaching content, teachers, and students, a harmonious teaching environment and a good learning atmosphere are created. This enables students from different regions and schools to cooperate in discussing and solving problems, which is conducive to inspiring students’ thinking and is of great help to the improvement of their learning efficiency. It has the prospect of scientific, efficient, and sustainable development. Introducing the network into classroom teaching can create an interactive classroom teaching environment based on big data and benchmark graph neural network, carry out creative interactive teaching activities, and cultivate college students' innovative ability. The interaction model between teachers and students needs to be enriched and perfected by long-term practice, and subsequent researchers should design more interactive models that are more conducive to promoting the interaction between teachers and students according to the needs of teaching activities.



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*Source: 9214022-2022-05-12.xml*