A case study to examine undergraduate students’ intention to use internet of things (IoT) services in the smart classroom

Alhasan, Ameer; Hussein, Mahmood H.; Audah, Lukman; Al-Sharaa, Ammar; Ibrahim, Ishaq; Mahmoud, Moamin A.

doi:10.1007/s10639-022-11537-z

Cited by 22 publications

(3 citation statements)

References 78 publications

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“…Past findings have confirmed that PEOU impacts a user's intention to use new technology [52,53]. This relationship has been empirically confirmed in several technological areas including augmented reality [54], m-learning [52], Internet of Things services [55], and SBL [56]. When individuals identify technology as simple to use, they are prone to have more positive attitudes toward using that technology [57].…”

Section: B Perceived Usefulness (Pu)mentioning

confidence: 72%

Determinants of Intention to Use Simulation-Based Learning in Computers and Networking Courses: An ISM and MICMAC Analysis

Asadi,

Allison,

Iranmanesh

et al. 2024

IEEE Trans. Eng. Manage.

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Section: B Perceived Usefulness (Pu)mentioning

confidence: 72%

Determinants of Intention to Use Simulation-Based Learning in Computers and Networking Courses: An ISM and MICMAC Analysis

Asadi,

Allison,

Iranmanesh

et al. 2024

IEEE Trans. Eng. Manage.

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“…Negm [69] examines how digital fluency influences college students' plans to include the IoT into their distance education. Similarly, Alhasan et al [70] analysed the intention of undergraduate students to use IoT services in a smart classroom using a case study. Shaqrah and Almars [71] investigated how IoT devices are being used in schools, finding that it is helpful to use the unified theory of acceptance and technology.…”

Section: Iot Adoption In Educationmentioning

confidence: 99%

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

Ali,

Madni,

Jahangeer

et al. 2023

Sustainability

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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.

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“…In recent years, ST has become increasingly prevalent in educational settings, transforming the way students engage with learning materials and interact with their instructors [ 1 ]. New options for language learning are made possible by the use of smart devices like tablets, smartphones, and interactive whiteboards, notably in the area of teaching English as a Foreign Language (EFL).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language

Izadpanah

2024

PLoS ONE

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The proliferation of smart devices in educational settings has prompted a need to investigate their influence on learners’ attitudes and language learning outcomes. Recent advancements in smart technology (ST) have ignited curiosity regarding their impact on academic eagerness (AE), (AS), and academic performance (AP) among elementary English language learners. Despite this, there remains a dearth of comprehensive discussion in this area. This study encompasses all primary language students from the academic year 2023 as its sample. A multistage sampling method was employed for sample selection. The study introduced ST as an intervention over eight 45-minute sessions spanning two months. Data collection instruments included AE assessments adapted from Fredericks et al., an AS questionnaire developed by the researchers, and an AP questionnaire designed by Pham and Taylor. Data analysis incorporated statistical tests such as the Kolmogorov-Smirnov test, Levene test, and univariate analysis of covariance. The findings yield valuable insights into the impact of ST on AE, AS, and AP, shedding light on its potential advantages and limitations in language learning. Notably, the experimental group (EG) outperformed the control group (CG). These results contribute to the growing body of knowledge concerning ST integration in education and its consequences on AP and learner attitudes. Ultimately, this research aims to provide evidence-based recommendations for enhancing language learning outcomes and experiences among elementary English as a Foreign Language (EFL) students in the digital education era.

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A case study to examine undergraduate students’ intention to use internet of things (IoT) services in the smart classroom

Cited by 22 publications

References 78 publications

Determinants of Intention to Use Simulation-Based Learning in Computers and Networking Courses: An ISM and MICMAC Analysis

Determinants of Intention to Use Simulation-Based Learning in Computers and Networking Courses: An ISM and MICMAC Analysis

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

Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language

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