Innovation in classroom interaction mode of business English teaching driven by biomechanics and data analysis
Abstract
This study investigates the application of biomechanics-inspired principles to optimize classroom interaction models in business English education, with a focus on the interplay between physiological dynamics and learning performance. By integrating biomechanical frameworks for analyzing human physiological responses, and cardiovascular adaptability, this research establishes a data-driven teaching model to enhance educational outcomes. Using experimental research methods, 120 business English majors from a university were studied over a 16-week teaching experiment to systematically analyze the biomechanical correlates of learning efficiency and classroom engagement. The research found that the biomechanics-informed teaching model significantly improved students’ physiological adaptability and cognitive performance. The experimental group showed improvements in attention levels (α-wave energy values) from 10.2 ± 2.3 μV to 12.6 ± 2.1 μV, stress indices decreased from 7.8 ± 1.2 to 5.2 ± 0.9, and heart rate variability (HRV) SDNN values increased from 42.3 ± 8.5 ms to 54.6 ± 7.8 ms. In terms of classroom interaction quality, the proportion of quality interactions increased from 35.6 ± 4.8% to 68.4 ± 5.2%. Regarding business English competency development, the experimental group’s business communication skills improved from 71.3 ± 7.8 to 87.6 ± 6.5 points (an improvement rate of 2.9%), while cross-cultural business competency increased from 72.1 ± 7.6 to 88.2 ± 6.3 points (an improvement rate of 22.3%). The results indicate that the biological data-driven teaching model can effectively optimize classroom interaction quality and enhance business English teaching effectiveness. By treating learning interactions as a biomechanical system governed by energy expenditure, stress-strain balance, and adaptive feedback loops, we provide a novel paradigm for understanding and improving pedagogical efficacy. The results highlight the potential of biomechanics to bridge educational technology and human performance science, offering actionable strategies for curriculum design and teacher training. This innovative model provides new insights and methods for business English teaching reform while offering practical references for educational technology innovation.
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