Harnessing personal smart tools for enhanced STEM education: exploring IoT integration

Abstract

In the realm of STEM education, various computer-based methodologies have been employed to invigorate student motivation, personalize learning experiences, and elevate the overall quality of education. However, the integration of Internet of Things (IoT) and smart tools for measuring parameters during educational research processes has garnered insufficient attention thus far. This neglect becomes all the more pronounced in light of the burgeoning popularity of personal smartwatches and bands among individuals. In this study, we develop innovative techniques for incorporating personal smart tools into STEM classes and research endeavors. By employing the Colmi Land 1, Xiaomi Mi Band, Samsung Smart Fitness Band, and Xiaomi Mi Smart Scale as testbeds, we conduct a comprehensive evaluation using the As Is – To Be Business Process Model and Notation method. The findings substantiate that our proposed methods exhibit superior efficacy compared to conventional educational processes. Moreover, this paper represents a pioneering effort in describing and offering ready-to-use techniques for utilizing personalized smart tools to measure parameters during experiments within educational contexts.

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

“…If take these values as thresholds (i.e. compare the each condition's significance level with them -if it is less than the threshold, the condition is discarded (0), otherwise the condition is accepted (1)), then there are 12 conditions selected for AV G (1,2,3,4,6,7,13,14,15,16,17,19), and 11 for W AV G (the same as for AV G, except 1). This number of conditions is excessive, so an empirically sampled multiplier (1.1) was introduced and applied to T AV G and T W AV G, giving such limit values 1.1T AV G = 1.298 and 1.1T W AV G = 1.320 "Selection by AVG" and "Selection by WAVG" (1 -condition sampled, 0 -condition not sampled).…”

“…Thus, there is a socially defined need to develop the digital competence of STEM teachers [11][12][13] in the digital educational resources using artificial intelligence [14] and augmented reality technologies design and implementation [15][16][17].…”

Substantiation of the sustainable education terms as one of the modern views on STEM education taking to account the European experience

“…Furthermore, numerous studies have delved into the cultivation of competencies within specialized fields, such as environmental proficiency among mining engineers [23], digital aptitude among physicists [24], and biologists [25]. The adoption of sustainable development values is facilitated by contemporary educational trends, including STEM education [26][27][28][29][30], scientific education [31], and technologies focused on fostering a positive approach to health [32], among others. Consequently, the presence of these educational domains and their constituents contributes to a favorable shift in the modern educational paradigm, encompassing not only knowledge and competence but also motivational factors [33,34], socialization [35], psycho-emotional well-being, and health preservation [36,37].…”

4th International Conference on Sustainable Futures: Environmental, Technological, Social and Economic Matters

“…-Integrating STEM education and technology, aligning with educational quality and innovation goals [149]. SDG 15 (Life on Land): Utilizing plant recognition systems to support environmental awareness and conservation efforts [150].…”