Internet Of Things Course Research Articles

Discussion on the Integration of “Post, Course, Competition, Certificate”: Taking the Internet of Things Application Technology Courses in Higher Vocational Colleges as an Example

This article explores the development of the Internet of Things (IoT) application technology course in higher vocational colleges under the background of “post, course, competition, certificate.” It first emphasizes the importance of IoT talent training and course construction in higher vocational colleges and deeply analyzes the core concept of “post, course, competition, certificate” integration. In view of the problems faced in the course construction of IoT application technology in higher vocational colleges and the practical experience of Tianjin Vocational College of Mechanics and Electricity, the implementation strategy of the course construction of IoT application technology in higher vocational colleges is elaborated in detail based on the integrated concept of “post, course, competition, certificate.”

The role of project-based learning with activity theory in teaching effectiveness: Evidence from the internet of things course

The role of project-based learning with activity theory in teaching effectiveness: Evidence from the internet of things course

Analysis of needs for development of the internet of things virtual laboratory

Industrial Era 4.0 and Society Era 5.0 are eras in which educational institutions are required to prepare graduates who are ready to enter a more competitive world of work, but the facilities and infrastructure for practicum learning in Indonesian educational institutions are not optimal, including virtual practicum facilities, as can be seen from the availability of virtual laboratories, which is still minimal, especially in higher education institutions compared to educational institutions abroad. A survey on the implementation of practicum learning in the pandemic era at Halu Oleo University showed that 37% of the practicum was implemented and 63% of the practicum was not implemented because there were no supporting facilities for virtual practicum learning during the pandemic. This study aims to analyze the students’ needs for the implementation of the internet of things (IoT) virtual laboratory at Halu Oleo University. The analysis instruments include (1) IoT laboratory facilities; (2) IoT courses; and (3) learning processes and practica in IoT courses. This type of research is quantitative research with descriptive statistical analysis techniques. The results showed that 80.58% of the students strongly agreed with development of the IoT virtual laboratory as a means to support practical learning at Halu Oleo University.

IoT Educational Framework Case Study: Devices as Things for Hands-on Collaboration

Abstract— As IoT continues to reshape industries and daily life, our research revolves around cultivating a generation of IoTliterate individuals capable of addressing today’s challenges. In the Internet of Things (IoT) education, it is crucial to provide students with the ability to work with the technology and apply it to real-world problems. This creates a demand for teaching methodologies compatible with newly explored networked learning activities, for example, Challenge-Based Education (CBE). This study explores the IoTempower Framework, a versatile pedagogical tool dedicated to enhancing IoT CBE education. Its open-source nature and teaching support make it accessible and adaptable for IoT courses that support hands-on learning and teaching practices. This paper investigates IoTempower Framework's educational applications by analyzing three higher-education study cases where it was deployed. It explores the framework with its associated devices as tools for experiential collective and critical learning. Through a survey of students and participatory observations, the paper evaluates the framework's impact on fostering collaborative engagement in project-driven courses. It introduces the concept of devices as social-material entities or design things and how this approach to device development can aid collaborative teaching and learning experiences. The paper underscores IoTempower Framework as a social-material tool that is significant in shaping effective IoT education by highlighting the interplay between technical and social aspects of its devices as pedagogical tools. Keywords— Internet of Things; Education; IoT Framework; Devices; Design Things; Collaboration.

Design and Implementation of ESP32-Based IoT Devices.

The Internet of Things (IoT) has become a transformative technology with great potential in various sectors, including home automation, industrial control, environmental monitoring, agriculture, wearables, health monitoring, and others. The growing presence of IoT devices stimulates schools and academic institutions to integrate IoT into the educational process, since IoT skills are in demand in the labor market. This paper presents educational IoT tools and technologies that simplify the design, implementation, and testing of IoT applications. The article presents the introductory IoT course that students perform initially and then presents some of the projects that they develop and implement on their own later in the project.

Effectiveness of Using Virtual Reality-Based Virtual Laboratories in the Internet of Things Course

The purpose of this study was to determine the effectiveness of using Virtual Reality-Based virtual laboratories on student learning outcomes in the Internet of Things Course in the Electrical Engineering Study Program, the average difference in student learning outcomes through the use of Virtual Reality-Based virtual laboratories in the Internet of Things Course in the Engineering Study Program Electrical Engineering, and student learning motivation through the use of Virtual Reality-Based virtual laboratories in the Internet of Things Course in the Electrical Engineering Study Program. This research is an experimental research approach that will be used is Quasi Experimental Design with the form of Nonequivalent Control Group Design. The validation test was carried out by measurement experts for post-test and pre-test questions, each aspect was tested by two experts. The results of the study show the effectiveness of using Virtual Reality-Based virtual laboratories to improve student learning outcomes in the Internet of Things Course in the Electrical Engineering Study Program. The increase in student learning outcomes analyzed using N-gain in the experimental class obtained an average value of 0.65 including the medium category, and the average N-gain for the control class was 0.15 in the low category. Meanwhile, the average difference in student learning outcomes through the effectiveness of using Virtual Reality-Based virtual laboratories in the Internet of Things Course in the Electrical Engineering Study Program is significantly and significantly different. The results of the experimental class data analysis obtained the t_count > t table value, namely 8,351 > 2,003 and the Sig. (2-tailed) 0.005 <0.05, then Ha is accepted, meaning that there is a difference in the average student learning outcomes after using a virtual reality-based virtual laboratory in the internet of things course in the Electrical Engineering Study Program. Student motivation through the use of Virtual Reality-Based virtual laboratories in Internet of Things Courses in the Engineering Study Program can increase very well

A World Café Approach for Maker Education Context into the Internet of Things Course

<p>In recent years, Makerspaces research is growing by maker movement, Makerspace provides a learning environment to help students learning maker education. Especially, the World Cafe focuses on sharing and exploring ideas, and participants are able to express their views. However, no previous research using meaningful learning to investigated The World Café method in Makerspace learning environment to understand the educational potential of this study. This study aims to investigate gender difference and The World Café method impact students’ learning achievement and meaningful learning in maker education. This study used one-group pretest-posttest nonequivalent-groups design method, and consisted of 53 college students that take the course and then complete the questionnaire before and after The World Café method. The results showed that improved students’ learning achievement and meaningful learning in The World Café method, and male have positive learning achievement, but meaningful learning questionnaire showed that the gender difference didn’t reach significance in The World Café method. This study revealed that The World Café method might be appropriate for the needs of learning by doing subjects and future research could continue to explore more STEM/maker education.</p> <p> </p>

Development of the Smart Transformer Detection Learning Kit Using IoT

The Internet of Things (IoT) concept is one of the most popular concepts that can be applied from simple things to the smart appliances of today. IoT also helps human life to be more convenient and easier. IoT for learning and teaching in higher education is so important to help students gain their knowledge and experience before graduation and industrial work. An Introduction of IoT course for undergraduate students mostly focuses on the IoT concepts and fundamentals which may affect learners to understand well about the concepts. To apply those concepts into practice is still quite difficult for learners. This article proposes the development of a learning kit for the Smart Transformer Detection System using IoT as teaching material. The capability of this tool can help learners automatically detect and notify events using online tools. Moreover, it helps students monitor the transformer system with IoT concepts more clearly, practically, and understandingly. The study volunteered a sample group of students who used this kit in their learning and practices. Then, the sample did a survey on learning satisfaction. The results show that students were very satisfied with both accuracy of the work system and the quality of the learning kit.

Effect of integrating IoT courses at the freshman level on learning attitude and behaviour in the classroom

As a technology the effect of the Internet of Things (IoT) is so strong that it has changed the way of living. The transition is also apparent in the field of education, as statutory technical training bodies have made IoT a mandatory course in engineering education. But in terms of design and instruction, implementing this course at the freshman-level is difficult. The target, of course, must be planned in such a way as to link newly enrolled learners to engineering disciplines and promote professional learning. This paper focuses on the freshman level designing and implementing of the course. A reliability test was performed to assess the internal consistency between student learning attitude, student engagement actions in the classroom and acceptance of technology. In addition, it analyzed the effect of gender differentiation. One hundred and twenty-three First Year Engineering Students participated in a survey questionnaire based on the five - point Likert scale provided at the end of the course. The findings show Cronbach’s alpha value of 0.93 for 12 test items, suggesting that the questionnaire was suitable for use as an assessment method for assessing how successful the course is in terms of learning attitude, behavioral engagement, and acceptance of technology. The reliability test results show a high correlation between acceptance of the technology and the behavioral engagement of the student. The internal consistency between the learning attitude with the conducted acceptance of the technology, and the result showed α = 0.715, making slight connection between two. Further the effect of gender on these parameters analyzed and found to be insignificant.

FUZZY APPLIED ENERGY AWARE CLUSTERING BASED ROUTING FOR IOT NETWORKS

The Internet of Things (IoT) depends on interconnection of clever and addressable gadgets, permitting their self-sufficiency and proactive conduct with Internet availability. Information dispersal in IoT normally relies upon the application and requires setting mindful steering conventions that must incorporate auto-setup highlights (which adjust the conduct of the system at runtime, in light of setting data). This paper proposes a methodology for IoT course determination utilizing fuzzy rationale so as to accomplish the necessities of explicit applications. For this situation, fuzzy rationale is utilized to decipher in math terms the uncertain data communicated by a lot of phonetic guidelines. The criteria of vitality status, QoS effect and hub area are taken as the fundamental factors that can impact the choice of group heads while every measure contains some sub-criteria. For routing, FEACR - Fuzzy applied energy aware clustering based routing for IoT Networks is utilized to upgrade the information conveyance dependability. The bunch based directing is a proficient way to diminish the vitality utilization. From the tests led in this examination work utilizing the proposed model, it is demonstrated that the proposed directing calculation gave better system execution as far as the measurements to be specific defer time, packet conveyance proportion, and system lifetime.

Designing real-time IoT system course: Prototyping with cloud platforms, laboratory experiments and term project

The Internet of things (IoT) is the next technological revolution that includes many industries and applications. IoT can offer solutions for many problems. However, it requires many skills from different disciplines that current electrical and computer engineers lack. In order to encourage the seamless internalization of the IoT and the technologies it supports, a new method should be considered in training electrical and computer engineers. The new methods should focus on applications and projects that involve the use of components such as hardware, software, and cloud platforms that are available in the market rather than class oriented theories. In this study, we introduce a methodology for teaching an IoT systems course that will encourage students to study how to develop and accomplish IoT applications in real time, at a reasonable cost, and for general use rather than meeting the detailed needs of one merchant. We exploit universally available open source software and cloud platforms to enhance teaching IoT course. The proposed course is taught at the undergraduate level in the computer engineering departments of Kocaeli and Sakarya Universities in Turkey. The results show that the designed method can have a constructive influence on the progress of computer engineering education by timely and positive assistance in educating the new IoT engineers.

Creating a course on the internet of things for undergraduate computer science majors

This paper gives an experience report for the creation of an Internet of Things course for undergraduate computer science majors. The Internet of Things is an important new paradigm for technology ...

Raspberry Pi: An Effective Vehicle in Teaching the Internet of Things in Computer Science and Engineering

The Raspberry Pi is being increasingly adopted as a suitable platform in both research and applications of the Internet of Things (IoT). This study presents a novel project-based teaching and learning approach devised in an Internet of Things course for undergraduate students in the computer science major, where the Raspberry Pi platform is used as an effective vehicle to greatly enhance students’ learning performance and experience. The devised course begins with learning simple hardware and moves to building a whole prototype system. This paper illustrates the outcome of the proposed approach by demonstrating the prototype IoT systems designed and developed by students at the end of one such IoT course. Furthermore, this study provides insights and lessons regarding how to facilitate the use of the Raspberry Pi platform to successfully achieve the goals of project-based teaching and learning in IoT.