Internet-of-Things Curriculum, Pedagogy, and Assessment for STEM Education: A Review of Literature

Document Type

Article

Publication Date

1-1-2022

Abstract

The exponentially growing Internet of Things (IoT) market presents compelling opportunities for innovators to develop and create meaningful applications affecting everyday life. This shifting IoT paradigm is placing new demands on educational institutions to train students with IoT-relevant skills. Numerous education researchers continue to document the implementation of IoT-based curriculum, pedagogy, and assessment techniques for STEM education. In this paper, we systematically reviewed this literature and identified 60 journal articles and conference papers that have reported implementing IoT curriculum and associated instructional approaches, educational technologies, and assessment strategies for K-12 and university students. The curriculum, pedagogy, and assessment strategies presented in these studies were analyzed in the context of the sensing, networking, services, and interface layers of the IoT technology paradigm. The review identifies best educational practices and synthesizes actionable strategies for educators to implement effective IoT learning experiences for students. These strategies leverage low-cost IoT hardware, open-source IoT software, active learning-based instructional approaches, and direct/indirect assessment methods. As IoT education becomes increasingly pervasive, the review and strategies provided in this paper may serve as a guide for future educational efforts.

Identifier

85127776411 (Scopus)

Publication Title

IEEE Access

External Full Text Location

https://doi.org/10.1109/ACCESS.2022.3164709

e-ISSN

21693536

First Page

38351

Last Page

38369

Volume

10

Grant

DRL-2010259

Fund Ref

National Science Foundation

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