ConnectUs

Lechelt, Zuzanna; Rogers, Yvonne; Marquardt, Nicolai; Shum, Venus

doi:10.1145/2851581.2890241

Cited by 28 publications

(2 citation statements)

References 5 publications

(4 reference statements)

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“…Consequently, it is challenging for HEIs to provide students with access to all resources, thus hindering delivery of some lab sessions (Kortuem et al, 2013). Moreover, many concepts crucial to IoT include coding and distributed systems are difficult to grasp (Lechelt et al, 2016).…”

Section: Concepts Of Internet Of Things 133mentioning

confidence: 99%

Using tangible user interfaces for teaching concepts of internet of things

Nathoo

Bekaroo

Gangabissoon

et al. 2020

ITSE

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Purpose This paper aims to explore the use of tangible user interfaces for teaching concepts related to internet of things by focusing on two aspects, notably, usability and learning effectiveness. Design/methodology/approach To assess the usability of IoTTT, Nielsen’s principles were used due to its relevance and popularity for usability assessment. In the usability questionnaire, four attributes were evaluated, notably, learnability, efficiency, errors and satisfaction. As for evaluating learning effectiveness, learning assessment was conducted through pre-tests and post-tests. Two groups of 20 students participated where the first group attended conventional lectures on IoT, whereas the second group used IoTTT for learning same concepts. In the process, data was collected through the usability questionnaire and tests for usability and learning effectiveness assessment. Findings Results revealed a positive score for the usability of the TUI solution with an average rating of 3.9. Although this score demonstrated an acceptable solution, different issues were identified, based on which a set of recommendations have been made in this paper. On the other hand, in the common pre-tests, an average score of 6.40 was obtained as compared to a mean score of 7.33 in the post-tests for all participants. Knowledge gains were significantly higher for students who learnt IoT concepts through the TUI-based system where performance improved by 18 per cent. Originality/value The results revealed in this study are expected to help the research community, course designers and tutors comprehend the prospects of using tangible user interfaces to foster teaching and learning of IoT concepts. In addition, educational solution providers could consider commercialisation prospects of this technology to innovate in teaching and learning, while also building-up on limitations identified within this study.

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Section: Concepts Of Internet Of Things 133mentioning

confidence: 99%

Using tangible user interfaces for teaching concepts of internet of things

Nathoo

Bekaroo

Gangabissoon

et al. 2020

ITSE

View full text Add to dashboard Cite

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“…From a hardware perspective, the literature also provides examples on how to support ideation, conceptualisation and prototyping with IoT devices. For example, littleBits are a set of pre-assembled electronics that can be used as "sketching materials" (Bdeir and Ullrich, 2010); 'Loaded Dice' is a set of dice that include sensors and actuators aimed at supporting the early phases of co-design for connected products and has been tested in workshops with visually impaired and blind users (Lefeuvre et al, 2017); and the 'CodeMe' and 'ConnectUs' Toolkit aim to introduce different IoT notions to children (Lechelt et al, 2016). There are also available products in the market which aim to mask the complexity of IoT technologies (e.g, Sony MESH, Sam Labs).…”

Section: Iot Support and The Role Of Operatorsmentioning

confidence: 99%

To Support Iot Collaborative Expressiveness on the Shop Floor

et al. 2021

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The availability of new research for IoT support and the human-centric perspective of industry 4.0 opens a gap to support operators in unleashing their creativity so they can provide improvements opportunities with IoT technology. This paper presents a case-study carried out in four Swedish manufacturing companies, where four different workshops were facilitated to support operators in the conceptualization of manufacturing improvements with IoT technologies. The empirical material gathered during these workshops has been analyzed in five different reflective sessions and discussed in light of previous research from industry 4.0, operators, and IoT support. Results indicate that operators can collaboratively create conceptual IoT solutions and that expressiveness in communicating their ideas and needs using IoT technology is more relevant than technical aspects and details of their proposed IoT solutions. This technological expressiveness is identified as a necessary skill to be cultivated on the shop floor and can potentially contribute to making a more effective and socially sustainable industrial landscape in the future.

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