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

Abstract

The realm of the Internet of Things (IoT), while continually transforming as a novel paradigm in the nexus of technology and education, still contends with numerous obstacles that hinder its incorporation into higher education institutions’ (HEIs) e-learning platforms. Despite substantial strides in IoT utilization from industrialized nations—the United States, the United Kingdom, Japan, and China serving as prime exemplars—the scope of its implementation in developing countries, notably Saudi Arabia, Malaysia, Pakistan, and Bangladesh, lags behind. A significant gap exists in research centered on the trajectory of IoT integration within e-learning systems of economically disadvantaged nations. Specifically, this study centers on Saudi Arabia to illuminate the main factors catalyzing or encumbering IoT uptake within its HEIs’ e-learning sector. As a preliminary step, this research has embarked on an exhaustive dissection of prior studies to unearth critical variables implicated in the IoT adoption process. Subsequently, we employed an inferential methodology, amassing data from 384 respondents in Saudi Arabian HEIs. Our examination divulges that usability, accessibility, technical support, and individual proficiencies considerably contribute to the rate of IoT incorporation. Furthermore, our data infer that financial obstacles, self-efficacy, interactive capability, online surveillance, automated attendance tracking, training programs, network and data safeguarding measures, and relevant tools significantly influence IoT adoption. Contrarily, factors such as accessibility, internet quality, infrastructure preparedness, usability, privacy concerns, and faculty support appeared to have a negligible impact on the adoption rates within HEIs. This research culminates in offering concrete recommendations to bolster IoT integration within Saudi Arabian HEIs, presenting valuable insights for government entities, policy architects, and HEIs to address the hurdles associated with IoT implementation in the higher education sector.

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

“…As a result, so there is no need for a high level of trainings and they work well with the methods those that are already in use. Ease of use can make it easier for SMEs with limited technical skills and resources to adopt IIoT in manufacturing and production SMEs [90,91].…”

“…This helps SMEs make better decisions, be more productive and make better use of their resources. However, the complexity and cost of buying, deploying, and maintaining these tools can be hard for SMEs that have less money, technical knowledge or IT infrastructure [91,109].…”

“…SMEs need the right kind of technical help to overcome obstacles, solve problems, and get the most out of IIoT adoption. SMEs may be more likely to use IIoT if they have access to reliable technical help; that therefore, makes it possible to adopt IIoT in the manufacturing and production sectors[91,101].…”

Design and Assessment of an Active Learning-Based Seminar

“…Regarding the first component, it just includes tools, while the second one covers online monitoring, auto attendance, financial constraints, and training. With respect to the third component, it includes networking and data security, technical support, ease of use, and ease of access, whilst the fourth one covers interaction and self-efficacy [14]. Many different models have been proposed in the literature in recent years with respect to the introduction of IoT in education [15], although it seems that generally speaking, both teachers and students have positive attitudes and high expectations about it [16].…”