Goal-Driven Navigation for Learning Activities Based on Process Optimization

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

“…From a student perspective, IoT will help to communicate with classmates (local or remote; Yin et al, ), share project data, discuss and annotate learning materials in a real‐time (Bin, ), and access the learning resources remotely (e.g., remote labs; Bisták, , Chunxia, ; De la Torre, Sánchez, & Dormido, ; Fernandez et al, ; García, Fernandez, Ruiz, Martín, & Gil, ; Kane et al, ; Lamri et al, ; Tunc, Hariri, Montero, Fargo, & Satam, ). In addition, IoT could also provide support to students with adapted learning resources by integrating content that is based on location, time, date, student‐to‐student interaction, knowledge level, and so forth (Chen, Man, Jin, & Huang, ; J. E. Gómez, Huete, & Hernandez, ; Jeong, Kim, & Chong, ; Lenz et al, ; Ma & Li, ; Möller, Haas, & Vakilzadian, ; Murphy et al, ; Peña‐Ríos, Callaghan, Gardner, & Alhaddad, ; Sula et al, , ).…”

“…Their proposed system uses a computer, sensors, RFID tag reader, and a SmartBox device in order to support learning for students with autism spectrum disorder by providing a personalized “practice and feedback” on a case‐by‐case basis. Other studies that discuss utilizing IoT to provide personalized learning experience include Sula et al (, ), Möller et al (), Peña‐Ríos et al (), Meda et al (), Jeong et al (), Murphy et al (), Lenz et al (), Chen et al (), Y. Wang (), Ma and Li (), and Gómez et al (). In Wan (), improving student “motivation” principle is addressed through a proposed scenario aiming at bridging the communication between teachers and students using IoT.…”