IoT and AI in Higher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (15 March 2023) | Viewed by 4193

Special Issue Editor


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Guest Editor
Department of Electrical Engineering and Computer Science (EECS), Howard University, Washington, DC 20059, USA
Interests: Artificial Intelligence; cybersecurity; autonomous systems; IoT; metaverse
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Special Issue Information

Dear Colleagues,

We are in the process of experiencing the Internet of Things (IoT) disrupting numerous aspects of our everyday lives. The IoT enables devices other than computers and smartphones to be connected to the Internet. It is noteworthy that education is on the list of IoT applications, although it may seem non-intuitive. In this era, we cannot deny the significance of understanding digital technology. Microcontrollers, sensors, actuators, and MEMS are considered the building blocks of the IoT. Today's technology leaders are focusing nearly all their attention on integrating these technologies into commodities. It is becoming increasingly important for our society to educate itself about the developments in digital technology and ubiquitous computing, regardless of its core areas of expertise. In contrast, it is of paramount importance to prepare students enrolled in educational institutions in order to take advantage of these technologies. Many firms will be seeking candidates who are knowledgeable about the most up-to-date technology. In this context, the IoT and artificial intelligence (AI) have created an incredible ecosystem for new opportunities in the higher education sector. In this Special Issue, we highlight the transformative impact of IoT and AI on education. Considering that open-source IoT platforms can help foster creativity, the new strategies in education must be easy to use and accessible to all stakeholders (students, teachers, families, and end users). The development of educational curricula must incorporate various perspectives of teaching and education in order to meet the literacy requirements for a smart society.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • IoT platforms and technologies for teaching in the classroom.
  • Higher education and the future of IoT.
  • New technologies, systems, approaches and IoT tools in educational contexts.
  • Study of information and communication technologies (ICTs) in education.

I look forward to receiving your contributions.

Dr. Hassan El Alami
Guest Editor

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Keywords

  • internet of things
  • wireless sensor networks
  • artificial intelligence
  • information and communication technology
  • embedded systems
  • IoT platforms

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Published Papers (1 paper)

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Research

10 pages, 772 KiB  
Article
Teaching Simulations Supported by Artificial Intelligence in the Real World
by Iti Chaturvedi, Erik Cambria and Roy E. Welsch
Educ. Sci. 2023, 13(2), 187; https://doi.org/10.3390/educsci13020187 - 10 Feb 2023
Cited by 3 | Viewed by 3343
Abstract
Video conferencing has enabled synchronous communication in a classroom and created multi-sensory content to stimulate learners. Artificial intelligence involves complex equations that are better taught using a constructive pedagogy where students experiment with alternative ways of solving the same problem. Multiple-choice questions have [...] Read more.
Video conferencing has enabled synchronous communication in a classroom and created multi-sensory content to stimulate learners. Artificial intelligence involves complex equations that are better taught using a constructive pedagogy where students experiment with alternative ways of solving the same problem. Multiple-choice questions have high reliability and can easily reveal student skill levels in a quick way. The Australian Computer Society accreditation exercise ensures that the content for each subject serves as a flexible template for teaching. The geographical extent of the country requires the presence of multiple subordinate campuses affiliated to a main campus. Following the concept of strands, it was also necessary to show continuity in learning and assessments between the first- and second-year subjects. Student feedback for subjects with artificial intelligence-based simulations showed that several students found it difficult to understand lectures and assignments. Hence, to measure student learning, we introduced a Kahoot quiz during the recess of each lecture that students could join through their mobile phones from different campuses. Software project management is challenging for students with vision or attention-related disorders. We taught them how to use charts to visually observe variables and narrow down possible relationships before performing in-depth analysis. One of the main purposes of education is employability. Hence, greater context to real world industry examples was introduced into lectures. Full article
(This article belongs to the Special Issue IoT and AI in Higher Education)
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