Abstract
Given the widespread acceptance of computational thinking (CT) in educational systems around the world, primary and higher education has begun thinking about how to cultivate students' CT competences. The artificial intelligence of things (AIoT) combines artificial intelligence (AI) and the Internet of things (IoT) and involves integrating sensing technologies at the lowest level with relevant algorithms in order to solve real-world problems. Thus, it has now become a popular technological application for CT training. In this study, a novel AIoT learning with Augmented Reality (AR) technology was proposed and explored the effect of CT skills. The students used AR applications to understand AIoT applications in practice, attempted the placement of different AR sensors in actual scenarios, and further generalized and designed algorithms. Based on the results of the experimental course, we explored the influence of prior knowledge and usage intention on students' CT competence training. The results show that proposed AIoT learning can increase students' learning intention and that they had a positive impact on problem solving and comprehension with AR technology, as well as application planning and design.
Highlights
As science and technology continue to advance, their overall impact on everyday life is no longer limited to basic necessities like food, clothing, housing, and transportation; science and technology are related to the scope of national education
This study gradually introduced the relevant Augmented Reality (AR) module design, incorporated computational thinking (CT) teaching methods into the artificial intelligence of things (AIoT) course, and analyzed the effect of the AR modules on students’ learning intentions and CT competences
This study aimed to examine students’ CT competency performance in AIoT courses with the aid of AR Internet of things (IoT) applications
Summary
As science and technology continue to advance, their overall impact on everyday life is no longer limited to basic necessities like food, clothing, housing, and transportation; science and technology are related to the scope of national education. This study gradually introduced the relevant AR module design, incorporated CT teaching methods into the AIoT course, and analyzed the effect of the AR modules on students’ learning intentions and CT competences. In AR, the interaction between virtuality and real scenes can facilitate students’ interactive exploration of information It is especially useful in the fields of science, technology, engineering, and mathematics (STEM) with respect to spatial abilities, practical skills, conceptual understanding, and scientific inquiry and learning (Ibáñez and Delgado-Kloos, 2018; Phupattanasilp and Tong, 2019). This study introduced students’ prior knowledge of IoT and AR, considered the effects of AR cognitive load on usage intention (Radu, 2014; Chang and Chen, 2018), and explored whether these factors can influence CT competency performance. The results show that the introduction of AR AIoT into the course had a significant impact
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