INTERNET OF THINGS AS A TOOL FOR ENHANCEMENT OF EDUCATION ADMINISTRATION AND DELIVERY

http://www.iaeme.com/IJMET/index.asp 48 editor@iaeme.com
International Journal of Mechanical Engineering and Technology (IJMET)
Volume 10, Issue 05, May 2019, pp. 48–62, Article ID: IJMET_10_05_006
Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=5
ISSN Print: 0976-6340 and ISSN Online: 0976-6359
© IAEME Publication
INTERNET OF THINGS AS A TOOL FOR
ENHANCEMENT OF EDUCATION
ADMINISTRATION AND DELIVERY
A. M. Alalade
Department of Electrical and Information Engineering, Covenant University,
Ota, Ogun State, Nigeria
J. O. Ejemeyovwi
Department of Economics and Developmental studies, Covenant University,
E. E. Ekong
Department of Electrical and Information Engineering, Covenant University,
D. Adeyemo
Department of Electrical and Information Engineering, Covenant University, Ota,
Ogun State, Nigeria
ABSTRACT
In recent times and as far as technological advancement goes, the Internet of
Things is the trending topic in the world. Internet of Things popularly called IoT is the
internetworking of interconnected devices over the internet to enable interaction
between those devices without any human interference. Cisco predicts at least 50
billion of such devices to be available by the year 2020. This leaves a huge gap as to
the appropriate awareness and literacy of the world as a collective to be receptive of
the massive IoT technology overhaul coming in the nearest future. This paper gives a
little insight into the basics of IoT, its core fundamentals, its architecture and
furthermore contributes to knowledge the application of IoT to the education sector.
Considering the number of connected devices expected to be produced, it is expected
also that sufficient amount of personnel are trained in IoT systems adequately to meet
with the rising demand.
Key words: Internet of Things, Connected Devices, Sensors, and Education.

A. M. Alalade J. O. Ejemeyovwi E. E. Ekong and D. Adeyemo
Cite this Article: A. M. Alalade J. O. Ejemeyovwi E. E. Ekong and D. Adeyemo,
Internet of Things as A Tool For Enhancement of Education Administration and
Delivery, International Journal of Mechanical Engineering and Technology 10(5),
2019, pp. 48-62.
http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=10&IType=5
1. INTRODUCTION
The phrase "Internet of Things" or “IoT” is commonly heard of and used in today's world and
very few are strangers to the concept of IoT and it is very important because it represents the
first real evolution of the internet. IoT technology differs from past innovations as it is
ubiquitous, and encourages solutions to be intelligent and autonomous and its achievements
are already ground-breaking. According to the journal [1] the Internet of Things (IoT) is a
global physical network which connects devices, objects and things seamlessly to the Internet
infrastructure to communicate or interact with the internal and the external environment, for
the purpose of exchanging information. Another definition is IoT is a system of
internetworked computing devices, mechanical and digital machines, objects, animals or
people that are tagged with unique identifiers with the ability to send data over networks
without necessarily depending upon human-to-human or human-to-computer interaction [2]
IoT is the interconnection of several devices on a network to the internet that can exchange
information without any necessary human interference. IoT has been breaking grounds, due to
accomplishments in telecommunications such as the expansion of broad bands, IPv6 protocol,
and the possibility of nanotech being incorporated into countless electronic devices,
irrespective of the size. The internet of things allows people and devices to be connected
anytime, across any distance and with anyone through the use of any path/network and any
service. Example of things in IoT include, a sugar level monitor implant, biochip
transponders, built-in automobile sensors for low pressure alerts in tires, or essentially any
natural body or man-made item that can be designated an IP address and be equipped with the
ability to send and receive data over a network [2]. IoT enables people and things to be
connected anytime, at any place with anything and anyone, ideally using any path/network
and any service.
Figure 1 Definition of Internet of Things
Source; http://www.iotworkshops.in/definition-of-iot

Internet of Things as A Tool For Enhancement of Education Administration and Delivery
This article is divided into five main sections. The next section presents the relevant
technology for IoT in education. In Section 3, we conduct a technical review on previous
works on IoT in education. We discuss some of the applications of IoT in education and
lastly, in Section 4 and 5 we conclude the paper.
2. RELEVANT TECHNOLOGY FOR IOT IN EDUCATION
2.1. Building blocks of IoT
At the very core of IoT, there are four building blocks very important to the general
functioning and implementation of the internet of things. They are the Sensors, Processors,
Gateways and Applications [3].
2.1.1. Sensors
Sensors make up the top-most layer of IoT-compliant devices; from the Internet of Things,
sensors make up the things. The main function of sensors is to gather data from their
surroundings and environment or send data to their surroundings in form of actuators. Sensors
have to be able to actively collect data in real-time. They should be able to work
autonomously but still be influenced by input from the user. Examples of sensors include
temperature sensors, air humidity sensor, motion sensors, etc. Sensors are attached to devices
that have each a different IP address so they can be specifically identified over vast and
multiple networks.
2.1.2. Processors
The processor is the brain and center of an IoT system. Its major function is collecting
captured data from the sensors, process them and extract only the useful data from the bulk of
the raw numerous data collected by the sensor. It can be said that the processor gives the
sensor data intelligence [4]. The processor is also responsible for security via encryption and
decryption because of how sensitive sensor data is. Processors are embedded hardware
devices like microcontrollers that are mounted in the end user devices. Common types of
processors used in IoT are Arduino, Raspberry Pi, etc.
2.1.3. Gateways
Gateways are the devices that control how processed data is routed and also send the data to
their intended destinations for appropriate utilization. Gateways are the devices responsible
for the back and forth communication of data in IoT, it is responsible for network connectivity
in IoT. Some examples of gateways are LAN, WAN, etc.
2.1.4. Applications
Applications are responsible for appropriate utilization of the data collected, processed and
selected. Applications are controlled by end users or specific personnel and are the delivery
points for specific and unique services. An example of an IoT application is a home system
automation app.
2.2. IoT Architecture layers
It should be noted that there are different proposed standards for IoT architecture but in this
paper, treats a very widely accepted and standard architecture. The four major layers in IoT
are; the physical layer, the network layer, service management layer and application layer [3].
2.2.1. Physical and connectivity layer
At this layer, we start with the things themselves in the form of sensors and actuators. This
layer is responsible for the sensing of data, its collection, processing and storage. The storage
provided on the device is for very limited significant data, the bulk of the data is either
discarded or sent to the cloud for further processing [4]. This layer also consists of

connectivity technologies responsible for communicating data between two or more devices
thereby enabling Machine-to-Machine (M2M) communications. It is also responsible for
communicating data from the device to the gateway. Examples of devices on this layer are
RFID tags, WSNs, Bluetooth LE etc.
2.2.2. Network layer
This layer is solely in control of routing data from the physical and connectivity layer to the
cloud and application layer. It consists of the gateways IoT needs to transport data over
different networks. There are numerous network protocols used in IoT, all these protocols are
aggregated in this layer.
2.2.3. Management service layer
This layer handles data management which consists of data analytics, stream analytics, and
security analytics. The requirement of data management is to select valuable information from
the quantum of raw data captured by various sensors to generate actionable data i.e. data with
real value [4]. This layer is also responsible for the swift response in certain cases where data
needs to be quickly processed and a particular action carried out. On this layer also exists;
data mining, text mining, service analytics, etc.
2.2.4. Application layer
This layer makes up the uppermost layer of IoT architecture and is the reason for the
execution of the intended use of the collected data. Some examples of IoT applications are; e-
health, smart home automation, etc.
Figure 2 Building blocks of the IoT Architecture layers
2.3. IoT technologies for communication
The very core functionality of IoT lies in the ability of devices to exchange information
without any necessary human interference, this phenomenon is tagged Machine-to-Machine
(M2M) communication [4]. To enable M2M communications, some connectivity technologies
have to be utilized, some already existing, others developed to meet the challenges faced with
IoT. Some of these technologies include; RFIDs (Radio-Frequency Identification), WSNs
(Wireless Sensor Network), BLE (Bluetooth Low Energy), ZigBee, LTE-A (Long Term
Evolution-Advanced), etc.

2.3.1. RFIDs
In the context of IoT, RFID tags are used mainly as information tags capable of exchanging
and sharing data between themselves. This interaction between RFID tags are autonomous
needing no form of alignment by being in the same line of sight (LoS) or having physical
contact. It utilizes Automatic Identification and Data Capture (AIDC) which uses wireless
technology. AIDC involves mechanisms that automatically pin-point objects, draw out
valuable information from them, and access their computer systems without the need of
human tampering [5].
2.3.2. WSNs
Wireless sensor networks or WSNs as they are commonly called are configurations of
independent nodes utilizing wireless technology and whose communications happen over
limited frequency and bandwidth [5]. The independent nodes in WSN are; the sensor,
microcontroller, memory, radio transceiver and the battery. Basically what a WSN does is to
acquire data via the sensor node, process it to filter out valuable data and send it wirelessly
over a distance to another device or to its intended destination.
2.3.4. Bluetooth-LE
Bluetooth Low-Energy (BLE) is the same as the well-known Bluetooth technology which
utilizes the 2.4GHz wireless communications protocol but advantageous over it as it is a low-
power version [6]. It is fashioned particularly to handle communications that extend to not
over 100 meters. It is more appropriately fitting for devices which only transmit minimal
amounts of data in surges. Examples of devices that use this technology include; fitness
trackers, wearable health, among many others.
2.3.5. ZigBee
This technology also utilizes the 2.4GHz wireless communication frequency band just like the
BLE, the major difference is that ZigBee has a longer range of 100 meters more than BLE and
also has a slightly lower data rate of about 250kbps compared to the 270kpbs of BLE. ZigBee
was fashioned for building and home automation devices, such as light controls [6]. Another
similar technology that operates like ZigBee is Z-wave which uses the same technologies and
protocols as ZigBee.
2.3.6. LTE-A
LTE Advanced or LTE-A, possesses a significant upgrade to LTE technology in the form of
an increase in its coverage radius, and a reduction in its latency and a raise in the throughput.
LTE-A gives IoT an exceptional boost in power through expansion of its functionality within
a larger coverage area with its most notable applications being vehicles, Unmanned Aerial
Vehicles (UAV), and similar communications [6].

Figure 3 The IoT Connectivity
2.4. IoT and cloud computing
Cloud computing refers to a means of accessing data and programs from a centralized pool of
computer resources that can be ordered and consumed on demand [4]. The sensors in
“Things” collect so much data that it has been tagged “Big Data” and an end device will
usually have very limited processing to account for the device‟s portability. Also due to the
portability and compactness of the device, the storage is also very limited and cannot store all
incoming real-time data from the sensors. This is where cloud computing comes in, the cloud
provides more than enough computer resources which can be used on demand by IoT devices
for remote processing and storage of big data. The cloud also houses some applications
designed for very specific uses, in the sense that on collecting certain data input from IoT
devices, certain outputs are instantly generated and sent back to the end user. IoT devices
connect to the cloud via gateways. The advent of cloud computing is a major factor in the
wide implementation of IoT today.
2.5. IoT and big data analytics
One core expectation of an IoT system is its seamless and efficient productivity in a very
timely manner. I will explain this sub-topic with an example; a motion sensor is set up in a
room to detect all movements in and out of a room, for every passing second the sensor
records whether there is movement or not, say 1‟s for movement and 0‟s for no movement.
This goes on in real-time for every 60 seconds, in every 60 minutes, in every 24 hours every
day. This accumulated over a period of a week or even a month is a lot of data and will be too
much to be process on the housing device thus the data is sent to the cloud. On the bulk of
information getting to the cloud, this is where big data analytics comes in. Big data analytics
refers to advanced analytics techniques used for very large data sets whose size and type is
beyond the ability of traditional relational databases to capture manage and process. This data
can be as much as Terabytes or even range to Zettabytes and they have three characteristics,
high velocity, high volume and high variety [7]. The advanced analytics techniques used
include; text analytics, machine learning, predictive analytics, data mining, statistics and
natural language processing. The results of these techniques lead to faster and better decisions
of machines.

3. THEORETICAL ANALYSIS ON PREVIOUS WORKS ON IOT IN
EDUCATION
[8], discussed the significance and utilizations of IoT in education. Moreover, the approach
taken in the paper tried to present the recent research works, problems associated and the
impact of IoT on education in the future. IoT technology is discussed as being a strong pillar
for the forward-movement of education at all levels from the elementary schools all the way
to the university pedagogy from student to teacher, classroom to campus, the whole of
education benefitting from this technology. This journal categorized IoT as can be applied to
different sectors of academia, which were;
 IoT-based Smart classroom; this involved the use of IoT devices and technology for
lecturing and learning processes in academic organizations all over the world which provides
new innovative approaches to education and classroom management. Examples of IoT devices
found in a classroom to further education include; Interactive Whiteboards, Tablets and
Mobile devices, Student ID Cards, 3-D Printers, Wireless door locks, Temperature Sensors,
Security Cameras, Electric Lighting, Smart HVAC systems, Attendance Tracking Systems,
Room Temperature Sensors, etc.
 IoT-based Smart lab
 IoT-based Smart Campus
This paper concluded by pointing out the benefit of the inclusion of technology, majorly
IoT in education having paved the way for new and cutting-edge ideas, to bring ease and an
elevated standard in the lives of both students and teachers with the only disadvantage being
the security and privacy concerns accompanied with IoT systems.
According to [9], “IoT” can be defined as a new paradigm providing anytime and
anywhere access to information in innovative approaches, bringing people, processes, data
and things together in unique ways. This paper analyzed the effects of using IoT mechanics
on an administrative system in engineering education via a pragmatic and technical method.
On conduction of the research, it could be drawn that the incorporation of the new IoT
technologies into lecturing and learning advertently raised the effectiveness of education in
engineering in the case study considered, it also guaranteed that knowledge would be retained
over a very long time and also, skills developed would be well-suited to providing solutions
necessary to tackle real world problems.
The major impact of the IoT based learning environments is that the traditional teacher
and student roles change significantly. Students can gain access to their courses or laboratory
exercises any time they want to and from anywhere. This way, the online training is
immediate, cost effective and easily affordable. Furthermore, they can review lectures, engage
in conversations, voice comments or participate in note sharing with one another to help
expedite learning between numerous individuals in groups. The paper pointed out that with
IoT incorporated in education, the key to success is in students‟ ability to concentrate and to
effectively use their time [9].
IoT is described as a tsechnological revolution that enables pervasive interaction between
objects, people and environments in [10]. This paper analyzed how IoT is modifying
academic institutions tremendously by the insertion of embedded sensors in devices,
integration of cloud computing, augmented and virtual reality, wearable computing
technologies and big data. It also looks out how several metrics of the academic environment
can be quantified and analyzed to give valuable information. The authors also looked at how
IoT has paved the way for new interactions between the students, teachers and the
environment in academic organizations. This research as conducted, based on the recent IoT
ventures in education, four categories in the utilization of IoT in academics came about;

improvement of lecturing and learning, classroom access control, energy management and
real time ecosystem monitoring, and monitoring student‟s healthcare.
In [11], IoT is seen as an interconnection of devices involving not just a small-scale
amount of robust computing devices such as computers, laptops, and tablets, but rather, a
large-scale amount of devices, which are not necessarily as robust, such devices could
include; wrist-watches, light bulbs, heat regulators among many others. This paper took a
particular university as a case study (Riga Technical University) and described how IoT, a
gravitational and somewhat new technology, is utilized there for educational purposes.
[12], took a unique approach in the integration of IoT devices into education. The paper
first described Wearable Computing as the incorporation of IoT devices such as smart
watches and smart glasses that allows users to communicate with devices either on their
clothing, underneath it or on top of it. The focus of the paper was on integrating wearable
technology into e-learning structures, so that ubiquitous learning could be achieved through,
interaction of the devices and collaborative work. An integration model capable of achieving
this was proposed. This proposed model consists of the physical wearable technology
infrastructure, the software that runs the devices and then a cloud computing platform.
Wearable devices and software differ according to their purposes from when a student uses
them or when a teacher uses them. The Cloud computing platform performs the function of an
intermediary between the students and teachers in a classroom. The platform is comprised of
web services, storage, management interfaces and LMS. The major goal of this cloud
computing infrastructure is to collect data from the students and lecturers, and to convey
particular teaching materials to desired devices. It is also used to accomplish authentication
and authorization of each user and enable them access desired learning courses or sessions
thus enabling lecturers have direct control over students and their experience whilst offering
their courses/programs.
Examining the research carried out in [13], IoT is simply illustrated as a networked
connection of physical objects. This paper is aimed at the coalition of two very different super
and disruptive technologies, IoT and cloud computing and how they can be integrated to make
Education very seamless and effective. Cloud computing is described as the delivery of on-
demand computing resources including software ranging from applications to hardware such
as data centers over the Internet. This paper also discusses IoT and the means in which the
Cloud provides all required facilities like infrastructure, platform, and software. The paper
highlighted the key major benefits of incorporating cloud IoT paradigm in education;
 Augmented Learning Experiences and Results
 Enhanced Operational Efficiency
 More Secure Campus Designs
A description of IoT as an inter-network of all different kinds of electronic devices
embedded with sensors, IoT software, etc. connected to the Internet, in compliance with ITU's
Global Standards Initiative. The authors of this paper observed the enormous gap in the
number of IoT trained personnel available as compared to 50 billion devices predicted to be
connected via IoT by 2020. The authors discussed IoT in e-Learning and instructional design,
building knowledge of staff on IoT systems, six skills for the utilization of IoT, Internet of
Learning Things (IoLT), potentials of IoT to revolutionize education, and also to improve
student engagement in academics and overall student performance [14]
[15] states that IoT is a revolutionizing process in various phases of our daily life. IoT
technologies vary enormously from former innovations as they are pervasive, and bring about
more autonomous and intelligent solutions. The installation and utilization of IoT systems in
academic organizations will improve outcomes of learning by delivering more elegant

learning programs, enhanced practicable productivity, and by gaining real-time, actionable
perception into the levels of academic engagement and performance of the students. This
study was conducted to discover the outcomes of IoT in academics and how to magnify its
perks and also minimize the dangers involved with the system. Supplementary endeavors
were essential to achieving the total capabilities of IoT systems and technologies, hence, this
paper presented findings about the effects of IoT on tertiary education i.e. universities. There
is enormous potential for higher academic organizations; if well planned, that will establish an
epidemic through successful application by the whole body of an academic institution.
Furthermore, this paper shows evidences about the future of IoT in the academia during in the
nearest future, which was obtained from a few research organizations and enterprises. The
authors concluded the paper by outlining the potential risks and pitfalls with IoT in education.
[16] elaborates on the problems of IoT to say that much of the time is wasted while
entering the classroom in queue, students picking up their own materials, sit up and down
while answering to questions and it makes very much difficult for teachers to handle huge
number of students without any technology. As stated by the author, on an average, an
American student spends about 1025 hours each year just for following instructions given to
him/her. Connected devices and emerging trending technologies will help teachers to focus on
student‟s learning needs rather than wasting time for managing large group procedures
because of which they cannot give enough time for developing some extra qualities in
students. Connected devices would definitely help teachers to transform classroom
experience. This paper consists of some practical scenarios of about how I.O.T can be
implemented for a better classroom experience and how teachers can focus on student‟s skills
and which will help to save the time of both.
In [17], IoE is defined as the next step in the evolution of smart objects-interconnected
things in which the line between the physical object and digital information about the object is
blurred. Some key elements in the area of IoE were discussed such as;
 The effect of connecting unconventional devices on learning
 The enhancements of mobile devices, their availability, how they have made 24/7 connectivity
a reality, and how developing economies can profit from it.
 The invention of virtual and augmented reality, cloud computing, Big data analytics, wearable
computing devices and how they all integrate with IoE.
 The interconnection between people, data, processes and things and how to exploit the value
of this interconnection.
This paper concluded that “IoE" brings people, process, data, and things together and this
interconnection makes networked connections more significant and invaluable than ever,
making information actionable thus creating new applications, richer experiences, and
remarkable economic opportunities for academics.
As stated in [18], IoT is a modern paradigm which is trending and rapidly expanding,
because of groundbreaking achievements in telecommunications such as the speed of broad-
band technology, IPv6 protocol and the integration of nanotechnology into numerous
electronic devices, from mobile devices to home and office appliances to vehicles, to heavy
factory machinery, etc. The authors describe the idea of the Internet of Objects as the
integration of all these connected objects into a network, so interaction with them from the
internet can exist and successively give data in real-time (we gain instantaneous knowledge of
their status and features) and furthermore grant uninterrupted communication with the users.
The authors proposed a model that enables student‟s interaction with some particular sets of
physical objects around them. Every single one of these objects is associated with one or more
other virtual objects granting access to information enabling the student to attain fulfilment in

learning, as to understanding the workings, the utilization, etc. This system used was built
with several technologies such as RFID tags, QRCODE tags, NFC readers, Tablet PCs,
Samsung Galaxy S3 Smartphone using NFC technology, Nokia 700 using NFC technology,
Wi-Fi, and a Web Server containing the augmented objects, designed in such a way that
students using reading devices could scan tags placed on several “IoT” devices, receive
information on tasks required of them to do. This system delivers associated augmented
objects that utilize engineered video or animations portraying devices at work to the mobile
devices while the student interacts with the various objects. In essence, these augmented
objects elaborates the workings and operation of every hardware component, their installation,
etc. The results obtained from the experiment conducted shows that the Internet of things
(objects), put into practice as a support to teaching systems, boosts with solid evidence, the
performance of all the students academically. In addition, the utilization of real objects and
their association as a learning and teaching asset by means of the Internet of Objects expedites
substantial and purposeful learning.
[19] states that the global distribution of mobile and pervasive computing in smart things
ushers in the concept of IoT which offers new outlines for learning mechanisms. This paper
presented a basic design for intercommunication and a set of models that were created and
were also justified as part of a primordial framework of an IoT system in a learning
environment. The major focus of the paper was on a specific technology for the distribution of
IoT recognized as Near Field Communication (NFC) and it surveys some early outlines and
applications to be implemented in environments for learning. Models were created in the
framework of the MOSAIC Project, with the use of a NOKIA 6131 NFC mobile phone and
RFID tags. The models constituted touching notes, touching cabinets, and touching campuses
which could be interacted with via intercommunicative NFC panels. To use these panels, a
mobile phone has to touch the surface and exchange data only by touching with the phone.
The NFC intercommunicative Panel makes use of the Bluetooth and NFC of a phone. NFC
provides the touch and Bluetooth provides communication. In essentiality, the paper
established that because of the ubiquity of mobile phones, and students always in possession
of these phones, total incorporation of IoT into learning could be made possible by the use of
these with the NFC technology the devices possess.
[20] proposed an application framework for the integration of IoT environment with
Learning Management System (LMS) seeing how IoT could be applied seamlessly in
ubiquitous learning environments. LMS as described by the authors is an online learning
platform with lot of components to learn in an effectual manner. This paper aimed at creating
an IoT environment using QR Code, NFC and Raspberry Pi3 to enable effectual
intercommunication with the LMS to equip learners to obtain information for grasping a
learning actualization on understanding the environment. There were three diverse
frameworks created respectively for the Admin Role, the User Role and the Course Creator
Role. In essentiality, the LMS was exhibited as an IoT object and made accessible via NFC
and QR code. This experiment waived the issue of achieving effectual communication
between tutors and students by the application IoT systems using NFC and QR code. The
results the experiment show significant usability and also compelling appreciation on the total
expectancy of the users.
The research work carried out in [21], proposes that students‟ interaction and
collaboration i.e. their attention to learning is measured with the aid of an IoT-based
interoperable model to achieve convenience. With the emergence of multiple learning styles,
methods of assessment also have to be developed to ensure active engagement of the students
and optimum performance thereof. This paper focused on developing the IoT-based
interoperable model for analysis of different students‟ response to e-Learning. The model

comprised remote video lectures students had to login to access, an attention scoring
algorithm, its workflow, and a mathematical formula that smartly assesses each student‟s
learning experience once logged in. the physical setup for the model included a data collection
program, the webcam able to able to collect face and eye patterns while student were
streaming lectures to study learning behaviors. The collected data then stored in a dataset for
added evaluation. The analyzed and derived results of the datasets can then further be
integrated into newer e-Learning styles to assess students learning behaviors and response to
the learning style.
[22] also focused on the application of IoT specifically on medical education. The authors
state that Case-Based Learning (CBL) is now an effectual learning system for students in
medical education which is essentially for persistent patient cases and also utilization of the
concepts of flipped learning and IoT together with CBL will enhance learning capacity by
provision of real evolutionary medical cases A framework was proposed; an IoT-based Flip
Learning Platform (IoT-FLiP), in which an IoT model is used to reinforce flipped-CBL in a
cloud domain supported with the most advanced level security and privacy systems for
sensitive medical information. This incorporation of IoT in CBL is made possible because
sensor devices can now be acquired cheaply and can be in very small sizes. Also,
advancements in flipped learning make CBL a genuine possibility for medical students‟
pedagogy. Real-time information from IoTs objects in the form of wearable devices on the
patients are aggregated to produce a real-world case for the medical experts and students
using an Interactive Case-Based Flipped Learning Tool (ICBFLT). The ICBFLT is being built
around on the CBL practices in use. All of these collected data from the ICBFLT enables
students develop certainty in their decision making, and adeptly improves synergy in the
medical learning ecosystem.
4. APPLICATION OF IoT IN EDUCATION
4.1. IoT in education enhancement
The internet in general has influenced education in many ways including but not limited to,
creation of innovative works, publishing and storing of research works, laboratory
experiments, smart experiences in a classroom, etc. With the advent of IoT, not only can
learners capture and analyze data, they can make that data do something – e.g. trigger a
reaction when a given threshold is reached [23]. Since IoT is a collection of a vast amount of
smaller, more defined devices and sensors connected mostly wirelessly to each other and then
to the Internet, these devices broaden existing education internet applications and services and
allow the creation of new ones [24].The IoT application in education aims to establish an
ecosystem in which students and teachers can achieve a deeper, pragmatic-based
understanding of their environs and can activate changes through the utilization of the IoT.
There are two ways IoT has influenced education, from easy accessibility of any one over any
network from any device popularly called “Ubiquitous Connectedness” and the actual
incorporation of different end user devices (things) into education.
4.2. Ubiquitous connectedness and education
The invention of the internet has been a very disruptive influence on Education as anyone can
access the internet from anywhere, via any device over any network; this is “Ubiquitous
Connectedness” in a nutshell. Ubiquitous Connectedness is the reason why a student in Africa
can partake in an online class in the USA in real-time. This disruptive technology made
education outgrow its traditional methods and embrace a more seamless and effective
approach. Ubiquitous connectedness also provides a bypass to traditional and conventional
teaching methods as now, instead of the use of lecture rooms for administering lectures,

virtual meeting places for lecturers and students can be arranged over the internet and
transference of knowledge still carried out effectively. Nowadays, with the bulk of the world‟s
population now in possession of internet accessible phones and schools providing Wi-Fi
networks for staff and students, education has truly been made ubiquitous and more
interactive.
4.3. IoT in various sections of academia
IoT being the interconnection of numerous devices physically, which are autonomous in
operation over different networks, provides different physical applications in the Information
and Communication technology field across various sections. The internetworking of each
physically enhanced sector leads to a more unified structure.
4.3.1. IoT in the classroom
In recent times, classes now make use of a very powerful teaching platform called Smart
Boards. Smart boards incorporate IoT perfectly into the classroom. It helps the teachers to
explain lectures more easily with the help of online presentations and videos. Also, interactive
tools such as educational games and exercises are made possible via smart boards and this
goes a long way in effective education in students. Web-based tools and programs help to
teach the students better in real-time as compared to the pre-existent chalkboards. Smart
technology enables teachers and students surf the web, edit videos and share exercises and
assignments during lectures. Smart marker is another way IoT is incorporating into education.
A smart marker consists of a normal marker and a receiver. The Smart marker receiver
captures everything being written as it is being written, and then delivers the captured data it
in real time to a remote app on the user‟s PC or smartphone. To start a new document, the
user presses a round button in the center of the receiver, and a fresh page instantly launches in
the app. Another game-changing incorporation of IoT in education involves the use of smart
cameras in a classroom. Smart cameras are used to record classes so students can partake in
classes virtually in real-time. They are autonomous in the sense that they upload recorded data
without any interference thereby enabling real-time participation.
4.3.2. IoT in the library
Many schools already use RFID tags to keep track of library books, or other pieces of
inventory checked in and out by teachers and students. Access cards for entering the school
library building also makes use of RFID technology incorporated in the identity card. With
the use of cameras placed strategically in the library and pressure pad sensors installed
underneath walkways in the library, movement around the library can be monitored and
insight into commonly researched areas can be provided so as to enable the library better
suited to catering for those needs. Also a new technology by the name of Magic Mirror is on
the rise and is very assistive in the library environment [25]. When any piece of literature
located within the library is held up to the magic mirror, on the screen, all information as
regards that literature is displayed, information such as; Title, Author, publishing date, all
other similar literature on the particular study, all other works by the same author, etc.
4.4.3. IoT in academic research
Academic research is very vital to institutions and nations as a whole, it is commonly said that
without research, there is no progress or breakthrough. At one point or another, every scholar
must be faced with one or more research problems. IoT being a disruptive technology that it
is, has broken into every sector of life making tedious and cumbersome processes somewhat
easy. IoT being the installation of various sensors depending on what needs to be sensed,
incorporates this into research perfectly. In fields like Biology and Geography where wildlife
needs to be monitored or climate change as the case maybe, instead of being subjected to
harsh conditions for hours on end, devices with IoT capability can be used instead i.e. sensors,

smart cameras, actuators that store data in a remote location. Ubiquitous connectedness which
is also a form of IoT makes online publications and research very ground-breaking.
4.4.4. IoT in e-Learning
IoT has continued to achieve and transform e-Learning and is anticipated to usher in more
connectedness, smart classrooms and smarter campuses as time goes on. One unique property
of a smart campus is the capability to capture and synchronize notes from lecture rooms to
school servers. In such a smart situation, the lecture room, geared up with smart cameras and
recorders can record the lectures autonomously and transfer them to the servers on
completion. The idea of scribblings written on boards being captured to create an image of the
notes that gets transferred could also be a possibility in the nearest future.
4.4.5 IoT in academia security
School administrators are always seeking out ways to make the school environs very much
secure and guarded as it of very high importance for all shareholders in the academic sector.
The utilization of IoT to monitor students and other academic personnel drastically improves
safety and security on many levels. GPS trackers fitted on academic transportation vehicles
can provide transmitted data that can assist parents, guardians and staff to conveniently be
aware of the location of their children at all times, wherever they may be. All of this
information collected from various IoT devices assist the academic staff in process of decision
making during urgent situations take drastic action like notification of appropriate security
specialists should the need arise.
5. CONCLUSION
Information and communication technology (ICT) has been empirically proven to have
impact on human development and agriculture sector [26, 27]. The utilization of ICT
technology in academics, particularly IoT, in the field of education has paved the way for new
and innovative concepts to enhance simplicity, betterment and effectiveness to the activities in
the academic environment. The enhancements IoT has incorporated into education cannot be
overstated and it will only get better. IoT stands to alter drastically the way academia works,
and improve student performance and engagements in many fields and at whatever level. The
applications of IoT in academics are boundless and is already evident in many smart schools
in the present day. Moreover, as far as learning applications go, there is still so much to be
unraveled. In the remote future, mining and refining the data gathered from IoT sensors will
definitely improve safety, security and bolster the learning environment for the tutors and the
students.
Of all sectors in which IoT has been implemented, education has been the slowest to catch
which for many is a belief that there is still many ground-breaking heights to reach. Research
is being conducted in designing more advanced and state-of the-art IoT-centered teaching
programs which include smart classrooms, smart labs and entire smart campuses. Though the
advantages of IoT in education are uncountable, there is still some major disadvantages that
counters it all, the issue of privacy and security. Research is still on-going so as to put those
concerns to rest permanently and in the long-term, techniques will be ushered in to deal with
all these challenges. Another disadvantage of IoT devices is the requirement for enormous
amounts of capital investments. Hence, ICT investments are necessary because the
profitability will definitely surpass the deficiencies in the future [27].

ACKNOWLEDGEMENTS
This paper is a research work from the collaboration between a faculty in the Department of
Economics and Development Studies and postgraduate students of the department of
Electrical and Information Engineering, Covenant University. Hence, suggestions and
comments from the faculty are acknowledged. In addition, the authors appreciate publication
support from Covenant University Centre for Research, Innovation and Development
(CUCRID).
REFERENCES
[1] M. P. Jayavardhana Gubbi, Rajkumar Buyya, Slaven Marusic, Internet of Things (IoT): A
vision, architectural elements, and future directions. Melbourne,Aaustralia, 2013.
[2] D. McFarlane, “The Origin of the Internet of Things,” 2013. [Online]. Available:
https://www.redbite.com/the-origin-of-the-internet-of-things/. [Accessed: 13-Nov-2017].
[3] M. Sukanya, “Internet of Things (IoT) - (Building Blocks & Architecture),” 2015.
[Online]. Available: http://www.c-sharpcorner.com/UploadFile/f88748/internet-of-things-
part-2/. [Accessed: 08-Dec-2017].
[4] J. Bernadette, “The Tech Behind the IoT,” 2014. [Online]. Available:
https://computer.howstuffworks.com/internet-of-things2.htm. [Accessed: 16-Nov-2017].
[5] Á. Monares, S. F. Ochoa, R. Santos, J. Orozco, and R. Meseguer, “Modeling IoT-based
solutions using human-centric wireless sensor networks,” Sensors (Switzerland), vol. 14,
no. 9, pp. 15687–15713, 2014.
[6] G. S. Vedang Ratan Vatsa, “A Literature Review on Internet of Things (IoT),” Int. J.
Comput. Syst. ISSN 2394-1065, vol. 02, no. 08, p. 04, 2015.
[7] H. J. Watson, “Tutorial: Big data analytics: Concepts, technologies, and applications,”
Commun. Assoc. Inf. Syst., vol. 34, no. 1, pp. 1247–1268, 2014.
[8] S. Gul, M. Asif, S. Ahmad, M. Yasir, M. Majid, and M. S. A. Malik, “A Survey on role of
Internet of Things in education,” IJCSNS Int. J. Comput. Sci. Netw. Secur., vol. 17, no. 5,
pp. 159–165, 2017.
[9] V. Vujović and M. Maksimović, “The impact of the „Internet of Things‟ on engineering
education,” in The Second International Conference on Open and Flexible Education
(ICOFE 2015), 2015, p. 20.
[10] M. Bagheri and S. H. Movahed, “The Effect of the Internet of Things (IoT) on Education
Business Model,” Proc. - 12th Int. Conf. Signal Image Technol. Internet-Based Syst.
SITIS 2016, pp. 435–441, 2017.
[11] K. Pinka, J. Kampars, and V. Minkevičs, “Case Study: IoT Data Integration for Higher
Education Institution,” Inf. Technol. Manag. Sci., vol. 19, no. 1, pp. 71–77, 2016.
[12] A. Labus, M. Milutinović, Đ. Stepanić, M. Stevanović, and S. Milinović, “Wearable
Computing in E-Education,” J. Univers. Excell., vol. 4, no. 1, pp. 39–51, 2015.
[13] K. S. A. Venna, and B.Manjulatha, “A Study on the Integration of IOT and Cloud
Computing for Education System,” Int. J. Innov. Res. Comput. Commun. Eng., vol. 4, no.
6, p. 6, 2016.
[14] S. Charmonman, P. Mongkhonvanit, V. N. Dieu, and N. van der Linden, “Applications of
Internet of Things in E-Learning,” Int. J. Comput. Internet Manag., vol. 23, no. 3, pp. 1–4,
2020.
[15] H. Aldowah, S. Ghazal, S. U. Rehman, and I. N. Umar, “Internet of Things in Higher
Education: A Study on Future Learning Internet of Things in Higher Education View
project Economic Denial of Sustainability (Edos) Attack Mitigation Mechanism In Cloud
Computing Environments View project Internet of Things in ,” J. Phys. Conf. Ser. Pap. •
Open Access IOP Conf. Ser. J. Phys. Conf. Ser., vol. 892, p. 12017, 2017.

[16] A. R Temkar, M Gupte, and S. Kalgaonkar, “Internet of Things for Smart Classrooms,”
Int. Res. J. Eng. Technol., vol. 3, no. 7, p. 5, 2016.
[17] A. M. Selinger, A. Sepulveda, J. Buchan, “Education And The Internet of Everything
(IOE).” p. 15, 2013.
[18] J. Martín-Gutiérrez, C. E. Mora, B. Añorbe-Díaz, and A. González-Marrero, “Virtual
Technologies Trends in Education,” EURASIA J. Math. Sci. Technol. Educ., vol. 13, no.
2, p. 18, 2016.
[19] G. R. González, M. M. Organero, and C. D. Kloos, “Early infrastructure of an Internet of
things in spaces for learning,” Proc. - 8th IEEE Int. Conf. Adv. Learn. Technol. ICALT
2008, pp. 381–383, 2008.
[20] S. Kanagarajana and S. Ramakrishnanb, “Development of IoT Environment to Interact
with Learning Management Systems,” Int. J. Control Theory Appl., vol. 10, no. 23, p. 8,
2017.
[21] M. Farhan, S. Jabbar, M. Aslam, S. Khalid, M. Hammoudeh, M. Khan and K. Han, “IoT-
based students interaction framework using attention-scoring assessment in eLearning,”
Futur. Gener. Comput. Syst., vol. 79, no. October, pp. 909–919, 2018.
[22] M. Ali, HSM. Bilal, MA. Razzaq, J. Khan, S. Lee, M. Idris, M. Aazam, T. Choi, SC. Han
and BH. Kang, “IoTFLiP: IoT-based flipped learning platform for medical education,”
Digit. Commun. Networks, vol. 3, no. 3, pp. 188–194, 2017.
[23] A. Das, A. Hazari, and R. Karmakar, “IOT In Modern Day Education : A Study,” no. 1,
pp. 331–336.
[24] A. T. H Shivaraj-kumar, T. A. Sriraksha, N. U. Saba, “An IOT Based Secured Smart e-
Campus,” Int. J. Humanit. Soc. Sci. Invent., vol. 6, no. 3, p. 6, 2017.
[25] G. Ramírez-González, M. M. Organero, C. Delgado-Kloos, “Early infrastructure of an
Internet of Things in Spaces for Learning,” in Eighth IEEE International Conference on
Advanced Learning Technologies, 2009, p. 3.
[26] J. O. Ejemeyovwi, A. Akhigbemidu., W. Agharevba, V. Arome, , O. Akaraiwe, T.
Ogunlusi, , and I.Owuama. Can ICT Adoption Aid Crop Production in Nigeria? (Smart-
Agriculture) International Journal of English Literature and Social Sciences. vol 2
no 6, 1 – 8, 2017.
[27] J. O. Ejemeyovwi, E. S. Osabuohien, O. D. Johnson, & Bowale, K. E. Internet Usage and
Inclusive Growth in West Africa. Journal of Economic Structures. In Press, 2019.
[28] J. O. Ejemeyovwi, , E. S. Osabuohien, , & R. Osabuohien,. Investment in Technology and
Human Capital Development in ECOWAS Int. J. Economics and Business Research, vol
15 no 4. 463 - 474, 2018.

INTERNET OF THINGS AS A TOOL FOR ENHANCEMENT OF EDUCATION ADMINISTRATION AND DELIVERY

Recommended

Recommended

More Related Content

What's hot

What's hot (19)

Similar to INTERNET OF THINGS AS A TOOL FOR ENHANCEMENT OF EDUCATION ADMINISTRATION AND DELIVERY

Similar to INTERNET OF THINGS AS A TOOL FOR ENHANCEMENT OF EDUCATION ADMINISTRATION AND DELIVERY (20)

More from IAEME Publication

More from IAEME Publication (20)

Recently uploaded

Recently uploaded (20)

INTERNET OF THINGS AS A TOOL FOR ENHANCEMENT OF EDUCATION ADMINISTRATION AND DELIVERY