i4Toys: Video technology in toys for improved access to play, entertainment, and education

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

“…Also, although review revealed that there is no lack of studies on the potential usages of IoT on every education level, only three studies addressed the usages for children who are 5 years or younger (Lei et al, ; Miglino, Di Fuccio, Di Ferdinando, & Ricci, ; Murphy et al, ). This low number suggests that more research need to be conducted in regard of this population, particularly with respect to integration with the right mix of IoT technologies while respecting the constraints due to the population's unique characteristics.…”

“…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.…”

“…Given the increased communication and complexity of IoT technology, there is an increase in security‐related concerns (Georgescu & Popescu, ). Out of the selected studies, 20% of the papers (or 18 papers) discussed “security/privacy” concerns, making it the most discussed quality: Alotaibi, (), Lamri et al, (), Lei, Dai, Wang, Liu, and Xiao (), Samoilă, Ursuţiu, and Jinga (), Brady, Weintrop, Gracey, Anton, and Wilensky (), Qi and Shen (), Heng, Yi, and Zhong (), Ueda and Ikeda (), Caţă, (), Gul et al, (), García et al, (), Hui and Haiyan (), Putjorn, Ang, and Farzin (), De la Guía et al, (), Murphy et al, (), Georgescu and Popescu (), Kane et al, (), and Tan et al, (). Two of these studies, namely, Putjorn et al () and Murphy et al (), discussed particularly the challenge of child privacy when using IoT for education.…”

“…Dehumanization of humans in interacting with machines is a valid concern, and it is discussed in two selected papers: Murphy et al () and Lenz et al (). Many studies indicate that face‐to‐face interaction between students will not only benefit a child‘s social skills but also positively contribute towards the character building.…”