Objective In the traditional laboratory zoology lecture environment, there is less teacher-student interaction, less student interest, and less engagement in learning. To improve the teaching quality of laboratory animal science, this teaching and research department was based on different teaching environments of multimedia and intelligent classrooms, theoretical course teaching of Medical Laboratory Animal Science as the research object, the course lecture format, teaching mode, teaching method , and other aspects of innovation and exploration. Methods This study used questionnaires to understand changes in student engagement in learning and preferences for smart classroom use, and NVivo qualitative analysis software was used to code student classroom behavior. Results The smart teaching environment resulted in higher student interest and more frequent teacher-student interaction in the classroom. Students were significantly more engaged in learning than in traditional teaching with higher correct rates on in-class and post-lesson exercises and a better grasp of concepts related to laboratory animal science. Conclusions A smart teaching environment brings students a better feeling and experience, improves their interest in laboratory animal science, increases classroom learning engagement, and achieves good teaching result.