Effects of Technology Integration, Learning Space, and Mathematics Breadth in STEAM Future Classroom Lab Interventions on Pre-Service Teachers’ Affective and Achievement Outcomes

Source abstract

Research on active learning environments increasingly examines how technology-rich learning spaces shape educational outcomes. However, evidence regarding Future Classroom Lab (FCL) settings, particularly their effects on pre-service teachers’ (PSTs) affective domains and mathematics achievement, remains limited. This study compared two FCL-based STEAM interventions that differed in technology integration and spatial and subject breadth to test effects on PSTs’ emotions, self-efficacy, attitudes, and achievement. Using a four-year quasi-experimental design, Group 1 (G1, n=105) employed fewer digital tools distributed across multiple FCL zones, whereas Group 2 (G2, n=97) used more technologies concentrated within fewer zones during mathematics sessions. Affective measures were administered before and after the intervention, and academic achievement was assessed through final examination scores and participation in non-compulsory assessments (NCA). Results showed that G1 demonstrated greater gains across all affective variables than G2 and obtained higher final examination scores. Participation in NCA predicted higher achievement regardless of group. These findings suggest that combining moderate technology and subject integration with broader use of FCL learning spaces supports PSTs’ affective development and academic performance than more technology-intensive, spatially restricted approaches. Design implications suggest using FCL learning spaces to support integrated STEAM activities that connect mathematics with other disciplines and real-world contexts, helping PSTs experience mathematics as creative, collaborative, and dynamic rather than procedural. Aligning FCL spatial design with purposeful, measured technology use appears more effective than intensive, zone-restricted configurations for promoting positive affect and consistent outcomes in mathematics teacher education, with implications for course design, policy, and scalable implementation.