Learning IoT without the "I" - Educational Internet of Things in a Developing Context

To provide better education to children from different socio-economic backgrounds, the Thai Government launched the "One Tablet PC Per Child" (OTPC) policy and distributed 800,000 tablet computers to first grade students across the country in 2012. This initiative is an opportunity to study how mobile learning and Internet of Things (IoT) technology can be designed for students in underprivileged areas of northern Thailand. In this position paper, we present a prototype, called OBSY (Observation Learning System) which targets primary science education. OBSY consists of i) a sensor device, developed with low-cost open source singled-board computer Raspberry Pi, housed in a 3D printed case, ii) a mobile device friendly graphical interface displaying visualisations of the sensor data, iii) a self-contained DIY Wi-Fi network which allows the system to operate in an environment with inadequate ICT infrastructure

Designing a ubiquitous sensor-based platform to facilitate learning for young children in Thailand

Education plays an important role in helping developing nations reduce poverty and improving quality of life. Ubiquitous and mobile technologies could greatly enhance education in such regions by providing augmented access to learning. This paper presents a three-year iterative study where a ubiquitous sensor based learning platform was designed, developed and tested to support science learning among primary school students in underprivileged Northern Thailand. The platform is built upon the school’s existing mobile devices and was expanded to include sensor-based technology. Throughout the iterative design process, observations, interviews and group discussions were carried out with stakeholders. This lead to key reflections and design concepts such as the value of injecting anthropomorphic qualities into the learning device and providing personally and culturally relevant learning experiences through technology. Overall, the results outlined in this paper help contribute to knowledge regarding the design, development and implementation of ubiquitous sensor-based technology to support learning

Designing a ubiquitous sensor-based platform to facilitate learning for young children in Thailand

Education plays an important role in helping developing nations reduce poverty and improving quality of life. Ubiquitous and mobile technologies could greatly enhance education in such regions by providing augmented access to learning. This paper presents a three-year iterative study where a ubiquitous sensor based learning platform was designed, developed and tested to support science learning among primary school students in underprivileged Northern Thailand. The platform is built upon the school’s existing mobile devices and was expanded to include sensor-based technology. Throughout the iterative design process, observations, interviews and group discussions were carried out with stakeholders. This lead to key reflections and design concepts such as the value of injecting anthropomorphic qualities into the learning device and providing personally and culturally relevant learning experiences through technology. Overall, the results outlined in this paper help contribute to knowledge regarding the design, development and implementation of ubiquitous sensor-based technology to support learning

Investigating the use of sensor-based IoET to facilitate learning for children in rural Thailand

A novel sensor-based Internet of Educational Things (IoET) platform named OBSY was iteratively designed, developed and evaluated to support education in rural regions in Thailand. To assess the effectiveness of this platform, a study was carried out at four primary schools located near the Thai northern border with 244 students and 8 teachers. Participants were asked to carry out three science-based learning activities and were measured for improvements in learning outcome and learning engagement. Overall, the results showed that students in the IoET group who had used OBSY to learn showed significantly higher learning outcome and had better learning engagement than those in the control condition. In addition, for those in the IoET group, there was no significant effect regarding gender, home location (Urban or Rural), age, prior experience with technology and ethnicity on learning outcome. For learning engagement, only age was found to influence interest/enjoyment. The study demonstrated the potential of IoET technologies in underprivileged area, through a co-design approach with teachers and students, taking into account the local contexts

Investigating a sensor-based educational platform to facilitate science-based learning activities for children in an underprivileged context

Education plays an important role in helping developing countries reduce poverty and improve the quality of life. Ubiquitous and mobile technologies could greatly enhance education in such regions by providing enhanced access to learning. However, there is limited empirical evidence on the effectiveness of mobile technologies use by younger learners in the developing nations. This research presents a long-term iterative study where a ubiquitous sensor-based learning platform was designed, developed and tested to support science learning among primary school students in underprivileged Northern Thailand. The platform is built upon the school's existing mobile devices and was expanded to include sensor-based technology. Firstly, a user context study was carried out to examine how the students and teachers currently use tablet computers in the classroom and to determine how well this tool supports learning. Observations, interviews and questionnaires were carried out to identify how a tablet-based learning platform can be best designed to facilitate education for school children in underdeveloped areas. Based on the findings from the preliminary study, a sensor-based Internet of Educational Things (IoET) platform named OBSY was developed which functions as a learning hub where students can access sensor data through a wireless connection by using their mobile tablet computers. In order to assess the effectiveness of the platform, a final evaluation study was carried out through observations and interviews. Students' learning engagement and knowledge outcome were measured in an experimental study. The findings helped to extend our knowledge regarding the design, development and implementation throughout the thesis. Contributions within the study can help educators, developers and researchers in identifying how such a technology can be best designed and applied for young students in underprivileged regions. For instance, adding the value of playfulness qualities into the learning device and providing personally and culturally relevant learning experiences through technology

Understanding tablet computer usage among primary school students in underdeveloped areas: Students’ technology experience, learning styles and attitudes

The need to provide low-cost learning technologies such as laptops or tablet computers in developing countries with the aim to bridge the digital divide as well as addressing the uneven standards of education quality has been widely recognised by previous studies. With this aim in mind, the Thai Government has launched the “One Tablet PC Per Child” (OTPC) policy and distributed 800,000 tablet computers to grade-one students nationwide in 2012. However, there is limited empirical evidence on the effectiveness of tablet computer use in the classroom. Our study examined students’ learning styles, attitudes towards tablet computer use and how these are linked to their academic performance. The study has investigated 213 grade two students in economically underprivileged regions of North Thailand. Data collection was based on questionnaires filled in by the students with the help of their teachers. Our results overall suggested that there were some key significant differences in relation to students’ gender and home locations (urban vs. rural). In contrast to existing studies, both genders at this stage had similar technology experience and positive attitudes towards tablet computer use. However, we found girls had higher visual learning style (M = 4.23, p < .032) than boys (M = 3.96). Where home location was concerned, rural students had higher learning competitiveness and higher levels of anxiety towards tablet use (M = 1.71, p < .028) than urban students (M = 1.33). Additionally, we also found technology experiences, collaborative learning style and anxiety affected students’ academic performance