From local teaching to distant teaching through IoT interoperability

Lamri, Manel; Akrouf, Samir; Boubetra, Abdelhak; Merabet, Adel; Selmani, Larbi; Boubetra, Djamel

doi:10.1109/imctl.2014.7011115

Cited by 10 publications

(7 citation statements)

References 4 publications

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“…From a student perspective, IoT will help to communicate with classmates (local or remote; Yin et al, ), share project data, discuss and annotate learning materials in a real‐time (Bin, ), and access the learning resources remotely (e.g., remote labs; Bisták, , Chunxia, ; De la Torre, Sánchez, & Dormido, ; Fernandez et al, ; García, Fernandez, Ruiz, Martín, & Gil, ; Kane et al, ; Lamri et al, ; Tunc, Hariri, Montero, Fargo, & Satam, ). In addition, IoT could also provide support to students with adapted learning resources by integrating content that is based on location, time, date, student‐to‐student interaction, knowledge level, and so forth (Chen, Man, Jin, & Huang, ; J. E. Gómez, Huete, & Hernandez, ; Jeong, Kim, & Chong, ; Lenz et al, ; Ma & Li, ; Möller, Haas, & Vakilzadian, ; Murphy et al, ; Peña‐Ríos, Callaghan, Gardner, & Alhaddad, ; Sula et al, , ).…”

Section: (Rq1) What Are the Benefits Of The Adopted Scenarios Of Iot mentioning

confidence: 99%

“…Given the increased communication and complexity of IoT technology, there is an increase in security‐related concerns (Georgescu & Popescu, ). Out of the selected studies, 20% of the papers (or 18 papers) discussed “security/privacy” concerns, making it the most discussed quality: Alotaibi, (), Lamri et al, (), Lei, Dai, Wang, Liu, and Xiao (), Samoilă, Ursuţiu, and Jinga (), Brady, Weintrop, Gracey, Anton, and Wilensky (), Qi and Shen (), Heng, Yi, and Zhong (), Ueda and Ikeda (), Caţă, (), Gul et al, (), García et al, (), Hui and Haiyan (), Putjorn, Ang, and Farzin (), De la Guía et al, (), Murphy et al, (), Georgescu and Popescu (), Kane et al, (), and Tan et al, (). Two of these studies, namely, Putjorn et al () and Murphy et al (), discussed particularly the challenge of child privacy when using IoT for education.…”

Section: (Rq2) What Are the Challenges Of Incorporating Iot In Educatmentioning

confidence: 99%

“…In Mehmood et al (), the authors discuss the scalability concern when designing a learning management system. Other selected studies that discussed the scalability issue are Lamri et al, (), Sandu, Costache, and Balan (), Pei, Wang, Wang, and Li (), Jurkovičová, Červenka, Hrivíková, and Hlavatỳ (), and Alvarez, Silva, and Correia ().…”

Section: (Rq2) What Are the Challenges Of Incorporating Iot In Educatmentioning

confidence: 99%

“…However, monitoring can also be applied in other ways. There are studies that focus on monitoring the students and objects in online education and online laboratories settings (e.g., Bin, ; Bisták, ; Fernandez, Ruiz, Gil, & Perez, ; Lamri et al, ; Shi, Qin, Suo, & Xiao, ; Srivastava & Yammiyavar, ; Yin, Dong, Tabata, & Ogata, ). IoT is also being deployed for more pragmatic scenarios in education.…”

Section: Introductionmentioning

confidence: 99%

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A systematic literature review on Internet of things in education: Benefits and challenges

Kassab

DeFranco

Laplante

2019

Computer Assisted Learning

138

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With close to 20.4 billion devices connected to the Internet to be deployed by 2020, Internet of things (IoT) is already being leveraged in diverse sectors. Now, because of the ubiquitous nature of IoT devices, schools and academic institutions are looking to incorporate IoT in educational activities. With the increased use of IoT in the education domain, it is of utmost importance to study how this technology with its distinguished system functions such as sensing and decision making can support and challenge the pedagogical processes for all interrelated actors (faculty, students, and staff) as well as all involved assets (e.g., libraries, classrooms, and labs). Although there have been several contributions on the inclusion of IoT into the education domain, there is still a lack of consolidated and coherent views on this subject. Hence, we are motivated to close the gap of knowledge and embarked on mapping out the published studies available. This study presents the results of a systematic literature review focusing on the benefits and the challenges faced in education in integrating IoT into the curriculum and educational environments. Different mapping views of the extracted studies are provided as long as a summary of the already implemented tools and a list of gap research questions yet to be investigated.

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Section: (Rq1) What Are the Benefits Of The Adopted Scenarios Of Iot mentioning

confidence: 99%

Section: (Rq2) What Are the Challenges Of Incorporating Iot In Educatmentioning

confidence: 99%

Section: (Rq2) What Are the Challenges Of Incorporating Iot In Educatmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A systematic literature review on Internet of things in education: Benefits and challenges

Kassab

DeFranco

Laplante

2019

Computer Assisted Learning

138

View full text Add to dashboard Cite

show abstract

“…This device can be a computer, smartphone, laptop, tablet, phablet, or any type of device embedded in an IP address. This device will be able to interact intelligently even without human intervention in collecting and transferring data and making control decisions [3] [4].…”

Section: Introductionmentioning

confidence: 99%

The Collaborative Environment Using the Internet of Things in the Thematic Based Learning at the Primary School in Indonesia

Sulisworo

Suwondo

Erviana

et al. 2019

ITLT

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Information and communication technology is growing rapidly and has an enormous influence on various fields of life, including the area of education. The level of penetration of the use of technology is also high in Indonesia. The Internet of things (IoT) is increasingly being used to support various activities. It can be said that IoT provides new opportunities. However, although there are already many uses in multiple fields, the integration of this technology with education is still a problem for educators. Considering the spirit of the National Education Curriculum reform in Indonesia, there are critical changes in managing learning environment, among them the shift from teacher-centered learning to student-centered learning especially with thematic learning in elementary schools. Thematic knowledge has also been developed in several countries with good results to improve various competencies following 21st century learning such as 4C (critical thinking, creativity, communication, and collaboration). The purpose of this study was to create a learning design that integrates IoT in thematic learning in elementary schools on issues about climate change. For this purpose, it was necessary to prepare an Internet of Things based measurement apparatus using node MCU V3 Lolin which can measure temperature, air pressure, air humidity, altitude, light intensity in various places remotely. Furthermore, the design that was validated using expert judgment approach (by learning strategists, physicists, and teachers) was tested on a small group of students in the fifth grade. The USE questionnaire was used to measure student responses. This questionnaire contains four aspects, i.e., usefulness, ease of use, ease of learning, and satisfaction aspects. Based on the finding, this learning design has a potential opportunity for improving student engagement.

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