Factors Influencing the Adoption of IoT for E-Learning in Higher Educational Institutes in Developing Countries

Abstract

The internet of things (IoT) is an emerging paradigm of educational applications and innovative technology in the current era. While capabilities are increasing day by day, there are still many limitations and challenges to utilizing these technologies within E-Learning in higher educational institutes (HEIs). The IoT is well-implemented in the United States of America (USA), United Kingdom (UK), Japan, and China but not in developing countries, including Saudi Arabia, Malaysia, Pakistan, Bangladesh, etc. Few studies have investigated the adoption of IoT in E-Learning within developing countries. Therefore, this research aims to examine the factors influencing IoT adoption for E-Learning to be utilized in HEIs. Further, an adoption model is proposed for IoT-based E-Learning in the contexts of developing countries and provides recommendations for enhancing the IoT adoption for E-Learning in HEIs. The IoT-based E-Learning model categorizes these influencing factors into four groups: individual, organizational, environmental, and technological. Influencing factors are compared along with a detailed description in order to determine which factors should be prioritized for efficient IoT-based E-Learning in HEIs. We identify the privacy (27%), infrastructure readiness (24%), financial constraints (24%), ease of use (20%), support of faculty (18%), interaction (15%), attitude (14%), and network and data security (14%), as the significant E-Learning influencing factors on IoT adoption in HEIs. These findings from the researcher's perspective will show that the national culture has a significant role in the individual, organizational, technological, and environmental behavior toward using new technology in developing countries.

Factors influencing the adoption of industrial internet of things for the manufacturing and production small and medium enterprises in developing countries

“…For IIoT-based systems to work efficiently in SMEs, the individuals using IIoT technologies need to know the uses of the desired technology. So, SMEs must focus on teaching and helping their employees to improve their skills for using the technology and understanding the problems associated with the IIoT technologies in SMEs [63,71].…”

“…The employees' or clients' knowledge, skills and experience decide his or her ability to do tasks. If employees have the ability to understand, learn and use technology then SMEs are more likely to use IIoT in manufacturing and production [62,63].…”

IoT Adoption Model for E-Learning in Higher Education Institutes: A Case Study in Saudi Arabia

“…Various project-oriented teaching approaches [52] have been proposed for e-learning, which can help students to develop critical thinking, teamwork, and problem-solving skills [53]. However, the adoption of the IoT for e-learning in developing countries is influenced by several factors such as cost, security, and infrastructure [54]. The IoT can also be used in the assessment of the learning process, which can provide real-time feedback and enable personalized learning [55].…”

Adoption of Internet of Things: A systematic literature review and future research agenda

“…Second, the available review articles have focused their attention on a particular application areas of this technology, viz. smart cities (Marimuthu et al, 2022; Murthy Nimmagadda & Harish, 2022; Nikki Han & Kim, 2021), education (Madni et al, 2022; Sneesl et al, 2022), smart homes (Jia et al, 2019; Li et al, 2021), smart health (Al‐rawashdeh et al, 2022), and organisations (Ahmetoglu et al, 2022; Brous et al, 2020), while other studies reviewed the integration of IoT with other promising technologies in Industry 4.0 (Makhdoom et al, 2019; Shirkey et al, 2022). This research worked on this gap and systematically reviewed various application areas of this technology and provided a holistic view of IoT adoption.…”