Application Experiences Using IoT Devices in Education

Francisti, Jan; Balogh, Zoltán; Reichel, Jaroslav; Magdin, Martin; Koprda, Štefan; Molnár, György

doi:10.3390/app10207286

Cited by 31 publications

(23 citation statements)

References 37 publications

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“…However, this study's results indicate that the teacher's learning methods do not utilize learning media optimally; therefore, the teacher's response is not in line with the new curriculum's characteristics. This study's results in line with the research by [18,19] that the use of technology can improve cognitive aspects, soft skills, and student motivation.…”

Section: Figure 3 Learning Outcome After Curriculum Changessupporting

confidence: 89%

The Teachers’ Responses to Curriculum Changes in Indonesia

Pratiwi

Alsabila

Febrianti

et al. 2020

BAERJ

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Curriculum changes in Indonesia are made to adapt to the times. In the 21st century, the quality of learning must be related to students' analytical skills. This study aimed to analyze teacher responses to curriculum changes in Indonesia. The method used was a survey. Research subjects or respondents consisted of school principals, two students in each school, and teachers. Interviews were conducted with principals, vice-principals, teachers, and students, while the teacher also fills in a closed questionnaire prepared previously. The analysis used is descriptive, which is assisted by a percentage. The results show that the teacher's response does not match the characteristics of the new curriculum. The characteristics of the new curriculum consist of aspects of learning methods. In this aspect the majority of teachers use the lecture method, while the new curriculum recommends the discovery method. In the media aspect, the majority of teachers do not use learning media optimally. In learning outcomes, students' abilities can only be measured in aspects of remembering and understanding. The teacher cannot respond directly to curriculum changes. The teacher's methods and media must follow the new curriculum's character so that students' analytical skills in the curriculum can be measured optimally.

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Section: Figure 3 Learning Outcome After Curriculum Changessupporting

confidence: 89%

The Teachers’ Responses to Curriculum Changes in Indonesia

Pratiwi

Alsabila

Febrianti

et al. 2020

BAERJ

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“…ИоТ омогућује постизање идентификације, трасирања и управљања стварима које су повезане на мрежу и омогућује комуникацију између људи, људи и уређаја, уређаја и уређаја (Chen et al, 2014;Francisti et al, 2020). Сматра се да се захвљујући овој технологији долази до нове индустријске револуције, те је у фокусу пажње индустријских, академских и образовних кругова последњих десетак година (Du et al, 2021).…”

Section: интернет ствари у високом образовањуunclassified

“…Најперспективнији ИоТ уређаји за примену у образовном процесу су уређаји за виртуелну, појачану или комбиновану стварност као и уређаји за адаптирано учење, међу којима су уређаји за детекцију лица и биометријска технологијa. Добар пример је примена уређаја за биометрику лица, који имају могућност одређивања укључености студента током учења на основу анализе израза њихових лица -препознавање заинтересованости, одушевљења, изненађености или пак збуњености на лицу студената; досаде и фрустрираности, те обећавају значајне помаке према индивидуализацији учења (Dewan et al, 2019;Francisti et al, 2020). У оквиру тога се користи и систем праћења очију студената како би се утврдило колико дуго и где студенти гледају и колико трепћу, у циљу откривања њихове заинтересованости и пажње (Latini et al, 2020).…”

Section: интернет ствари у високом образовањуunclassified

Technological trends of higher education development

Arsenijević¹,

Arsenijević²

2021

Norma

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The aim of this paper is to present and analyse the Internet of Things and Technology-Supported Learning Environments, which represent current technological trends of higher education development. The method used in the paper is content analysis of available scientific literature - theoretical and empirical. It is shown how the application and integration of these technologies trigger significant socio-technological changes in the conditions in which higher education operates. The results show that the application of these technologies enables material savings, that it can result in increasing of the efficiency and effectiveness of the higher education processes and in adapting of the teaching process to the individual needs of students. The paper further discusses the challenges and risks that these technological change can bring to higher education and society as a whole. In the conclusion, it is pointed out that despite the numerous advantages that are being realized, it is necessary to develop human resource competencies and find solutions related to the ethical use of data.

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“…When combined with other tools such as the Internet of Things (IoT), smartwatches, and eye-tracking technology, wearables can be used to estimate student attention [ 20 ]. WBT can also be used to implement performance evaluation systems [ 21 ] or emotion recognition systems for students with different needs, for instance, those who present a mental disorder or mood disruption [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

Wearable Biosensor Technology in Education: A Systematic Review

Hernández-Mustieles,

Lima-Carmona,

Pacheco-Ramírez

et al. 2024

Sensors

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Wearable Biosensor Technology (WBT) has emerged as a transformative tool in the educational system over the past decade. This systematic review encompasses a comprehensive analysis of WBT utilization in educational settings over a 10-year span (2012–2022), highlighting the evolution of this field to address challenges in education by integrating technology to solve specific educational challenges, such as enhancing student engagement, monitoring stress and cognitive load, improving learning experiences, and providing real-time feedback for both students and educators. By exploring these aspects, this review sheds light on the potential implications of WBT on the future of learning. A rigorous and systematic search of major academic databases, including Google Scholar and Scopus, was conducted in accordance with the PRISMA guidelines. Relevant studies were selected based on predefined inclusion and exclusion criteria. The articles selected were assessed for methodological quality and bias using established tools. The process of data extraction and synthesis followed a structured framework. Key findings include the shift from theoretical exploration to practical implementation, with EEG being the predominant measurement, aiming to explore mental states, physiological constructs, and teaching effectiveness. Wearable biosensors are significantly impacting the educational field, serving as an important resource for educators and a tool for students. Their application has the potential to transform and optimize academic practices through sensors that capture biometric data, enabling the implementation of metrics and models to understand the development and performance of students and professors in an academic environment, as well as to gain insights into the learning process.

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Application Experiences Using IoT Devices in Education

Cited by 31 publications

References 37 publications

The Teachers’ Responses to Curriculum Changes in Indonesia

The Teachers’ Responses to Curriculum Changes in Indonesia

Technological trends of higher education development

Wearable Biosensor Technology in Education: A Systematic Review

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