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A common managerial and theoretical concern is to know how individuals perceive Internet of Things (IoT) products and applications and how to accelerate adoption of them. The purpose of the current study is to answer, “What are the factors that define behavioral intention to adopt IoT products and applications among individuals?” An IoT adoption model was developed and tested, incorporating pull factors from two different information impact sources: technical and psychological. This study employs statistical structural equation modeling (SEM) in order to examine the conceptual IoT acceptance model. It is demonstrated that facilitated appropriation, perceived usefulness and perceived ease of use, as mediators, significantly influence consumers’ attitude and behavioral intention towards IoT products and applications. User character, cyber resilience, cognitive instrumentals, social influence and trust, all with different significance rates, exhibited an indirect effect, through the three mediators. The IoT acceptance model (IoTAM) upgrades current knowledge on consumers’ behavioral intention and equips practitioners with the knowledge needed to create successful integrated marketing tactics and communication strategies. It provides a solid base for examining multirooted models for the acceptance of newly formed technologies, as it bridges the discontinuity in migrating from information and communication technologies (ICTs) to IoT adoption studies, causing distortions to societies’ abilities to make informed decisions about IoT adoption and use.

Considering the advantages offered to learning procedure by concept mapping, it is of great use to combine them with those of collaborative learning. Collaborative concept mapping, as a pedagogical activity, has become a topic of interest for many researchers in the field of education. In order to enhance learning as a process by building knowledge structures of increasing complexity, developing collaborative concept maps could be a good strategy. Instructors through the use of concept mapping can see the level at which a concept is understood. Concept maps provide the opportunity, both for students and instructors, to see the current knowledge at the beginning of a course and then the knowledge created after some progression. They can promote and assess conceptual change in a higher education setting and therefore become an innovative tool in the evaluation of students' learning. The present study was implemented during the "Principles of Marketing" course of the Technological Educational Institute of Central Macedonia, Greece. At the beginning of the semester, students were divided into groups of 5, they were given marketing as the central word and they were asked to create their concept maps . At the end of the semester, the concept map activity was repeated. The pre and post concept maps were analyzed using documented concept mapping scoring, revealing major differences. The use of concept maps motivated students to create their own marketing reality and then share it with their classmates. The attachments to every concept and their connections, created in class, were of great value

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