Classroom interaction affects the classroom atmosphere as well as students’ behavior and participation, thus affecting the quality of classroom teaching. In traditional classrooms, inherent problems (e.g., inflexible tables and chairs, rigid multimedia consoles, and traditional software) have seriously restricted the overall quality of classroom interpersonal interaction. In recent years, the problem of enhancing classroom interaction has gradually attracted the attention of scholars. The application of project-based learning (PBL) in higher education is effective, but few studies have analyzed the differences in interaction between smart classrooms and traditional classrooms in PBL courses. In this study, through the proposed teacher–student classroom interaction behavior analysis framework, 20 sessions in smart classrooms and 20 sessions in traditional classrooms were encoded to illustrate the differences between interaction in these two types of classrooms. Furthermore, 765 student questionnaires on satisfaction with and participation in smart classrooms were collected to determine whether smart classrooms affect students’ satisfaction and participation in PBL courses. The questionnaires were analyzed using SPSS 27.0. The results showed that there were significant differences in four dimensions of teachers’ behavior, students’ behavior, technology, and other interactions between the smart classroom and the traditional classroom. After taking PBL courses in a smart classroom, students were generally satisfied and thought that the smart learning environment could help them improve their thinking and learning. Suggestions on the further construction and application of smart classrooms are proposed.

课堂互动影响课堂气氛以及学生的行为和参与，进而影响课堂教学质量。在传统课堂中，固有的问题（例如僵硬的桌椅、呆板的多媒体控制台和传统的软件）严重制约了课堂人际互动的整体质量。近年来，增强课堂互动的问题逐渐引起学者们的关注。基于项目的学习（PBL）在高等教育中的应用是有效的，但很少有研究分析智能课堂与传统课堂在PBL课程中的交互差异。本研究通过提出的师生课堂互动行为分析框架，对智能教室中的 20 个会话和传统教室中的 20 个会话进行了编码，以说明这两种类型教室中交互之间的差异。此外，还收集了765份关于智慧教室满意度和参与度的学生问卷，以确定智慧教室是否影响学生对PBL课程的满意度和参与度。使用SPSS 27.0分析问卷。结果表明，智慧课堂与传统课堂在教师行为、学生行为、技术和其他交互等四个维度上存在显着差异。在智慧教室上完PBL课程后，学生普遍感到满意，认为智慧学习环境可以帮助他们提高思维和学习能力。