Abstract
This paper presents and analyses a set of data that reveal secondary education students’ stance on the educational activities that were realised during a UMI (ubiquitous, mobile computing and the Internet of Things) Summer School. This Summer School deals with an IoT based recycling management application development and is part of UMI-Sci-Ed project that provides a training framework on UMI learning, for students aged between 14–16, with the use of properly designed educational scenarios and communities of practice (CoP) by setting UMI technologies as learning means and learning outcomes, simultaneously. The analysis focuses on the students’ satisfaction and engagement (observed through a set of questionnaires) in relation with students’ potential to follow the activities, the perceived, by the students, easiness, enjoyment and usefulness while setting as parameters the student gender and age. The results clearly show high student acceptability and engagement with the designed IoT-driven activities and reveal certain differentiations with respect to gender and age in these aspects. These findings, together with the observations that high student satisfaction does not translate to equally high engagement and that enjoyment is a critical factor, provide a basis for future adjustment of the educational scenarios and activities scope and design in order to enhance the UMI-Sci-Ed impact on student preference for a future career in the UMI technologies domain.
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The UMI-Sci-Ed project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 710583.
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Glaroudis, D., Iossifides, A., Spyropoulou, N., Zaharakis, I.D. (2018). Investigating Secondary Students’ Stance on IoT Driven Educational Activities. In: Kameas, A., Stathis, K. (eds) Ambient Intelligence. AmI 2018. Lecture Notes in Computer Science(), vol 11249. Springer, Cham. https://doi.org/10.1007/978-3-030-03062-9_15
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DOI: https://doi.org/10.1007/978-3-030-03062-9_15
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