Introducing IoT and Wearable Technologies into Task-Based Language Learning for Young Children

Guía, Elena de la; Camacho, Vicente Lopez; Orozco-Barbosa, Luis; Luján, Víctor Manuel Brea; Penichet, Víctor M. R.; Perez, Maria Lozano

doi:10.1109/tlt.2016.2557333

Cited by 57 publications

(16 citation statements)

References 13 publications

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“…Wearable devices have been popular in education for some time; head-mounted displays or Google Glasses have gained much attention by researchers [124]. Scholars [125] created language learning scenarios using wearable technologies, i.e., with everyday objects and friendly interfaces. Teachers can focus on creating friendly learning environments, as well as encourage students' participation instead of keeping records of what students are doing and how well they perform.…”

Section: Wearable Devicesmentioning

confidence: 99%

Review of Studies on Technology-Enhanced Language Learning and Teaching

2020

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In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

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Section: Wearable Devicesmentioning

confidence: 99%

Review of Studies on Technology-Enhanced Language Learning and Teaching

2020

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“…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%

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

Kassab

DeFranco

Laplante

2019

Computer Assisted Learning

137

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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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“…The study found different digital technologies used in early childhood education such as IoT devices and wearables, tablets, and robots. Some authors [19] studied the impact and benefits of using IoT/wearable technologies the teaching process. The method applied in the work was experimental (observation/survey) with 15 children with a mean age of 7.33.…”

Section: Digital Technologiesmentioning

confidence: 99%

Tangible Technologies for Childhood Education: A Systematic Review

2019

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This study reviews published scientific literature on the use of tangible technologies in childhood education, in order to (a) identify the what tangible technologies have been used, (b) recognize the educational purposes and uses these technologies of, and (c) present a synthesis of the available empirical evidence on its educational effectiveness. After systematically searching in WoS, 288 relevant articles were located and analyzed using the Science Mapping Analysis Software Tool from 1968 to 2018. Then, 29 relevant papers of the last five years were included in the review study. For each article, we analyze the purpose of the study, the type of tangible technology used, the research method applied, the sample characteristics and the main results observed. The articles reviewed suggest that the main tangible technology used in childhood education is the tablet and literacy (basic and emergent) is the area most studied with promising results.

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Introducing IoT and Wearable Technologies into Task-Based Language Learning for Young Children

Cited by 57 publications

References 13 publications

Review of Studies on Technology-Enhanced Language Learning and Teaching

Review of Studies on Technology-Enhanced Language Learning and Teaching

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

Tangible Technologies for Childhood Education: A Systematic Review

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