How Smart Are Smart Classrooms? A Review of Smart Classroom Technologies

Abstract

There has been a large amount of work on smart classrooms spanning over a wide range of research areas including information communication technology, machine learning, sensor networks, mobile computing, and hardware. Consequently, there have been several disparate reviews on various aspects of smart classrooms. Such piecemeal development is not sufficient for a pragmatic smart classroom solution. This article complements the literature by providing a consolidated review of interdisciplinary works under a common nomenclature and taxonomy. This multi-field review has exposed new research opportunities and challenges that need to be addressed for the synergistic integration of interdisciplinary works.

Review of smart learning: Patterns and trends in research and practice

“…This review has presented an overview of the development of smart learning based on a representative sample of the relevant literature. However, it did not focus on specific areas and technologies of smart learning, which have been covered in other related reviews (e.g., Kearney et al, 2019;Saini & Goel, 2019;Yoo et al, 2015). Also, while smart learning is at a relatively new stage of development, the number of studies has been small, particularly in the first period (2010)(2011)(2012)(2013)(2014).…”

“…Kearney et al (2019) reviewed the nature of smart pedagogies and their use in mobile learning activities in order to examine the support for teachers to implement "feasible disruptions" (p. 139). Saini and Goel (2019) presented a survey of smart classroom technologies, ranging from those used for content preparation, presentation and dissemination to those for smart interaction and engagement, as well as feedback and assessment. Also, Kassab and Mazzara (2020) summarised ways of incorporating the Internet of Things into education and discussed relevant requirements, such as security, scalability and humanisation.…”

“…Besides, some reviews have been devised with specific objectives, for example, as the basis for formulating a framework for the development of smart learning systems (Singh & Miah, 2020) or providing teacher support (Vasbieva et al, 2018). In addition, Saini and Goel (2019) noted that the areas covered in these reviews can hardly provide a comprehensive view of the state-of-the-art of smart learning. To address the gap in the literature, this article presents a comprehensive review of the smart learning literature on both research and practice.…”

A Qualitative Approach to Help Adjust the Design of Management Subjects in ICT Engineering Undergraduate Programs through User Experience in a Smart Classroom Context

“…The SC format was thought to be resilient enough to cope with commuting restrictions that could affect students and instructors, characterized by incorporating hardware devices inside more than sixty classrooms and laboratories [ 52 ], allowing different possibilities as explained in a case study [ 8 ]. SC is a concept characterized by the introduction of electronic devices at classrooms, such as cameras, televisions, smart-boards, or sensors [ 53 , 54 , 55 , 56 ]. SC has a huge potential due to its technological nature.…”

“…Besides, SC can be a very convenient instrument when using project or problem-based learning techniques [ 58 ]. As pointed out in [ 53 , 54 , 59 ], SC makes possible a blended model mixing F2F on-campus and off-campus classes.…”