Internet of Things (IoT) Implementation in Learning Institutions - A Systematic Literature Review
Internet of Things (IoT) Implementation in Learning Institutions - A Systematic Literature Review
Review Article
Internet of Things (IoT) Implementation in Learning Institutions:
A Systematic Literature Review
Ruth Chweya1,2* and Othman Ibrahim1
1
Department of Information Systems, School of Computing, Universiti Teknologi Malaysia, 81310 UTM
Skudai, Johor, Malaysia
2
Department of Computing, School of Information Science and Technology, Kisii University, 40200, Kisii, Kenya
ABSTRACT
Internet of Things (IoT) is a computing concept facilitating the management of collaborative
activities from one central area. Millennial learners, growth in enrolment numbers in
universities, and the need for equity and quality learning necessitate the use of IoT
technologies in education. The focus of this paper is to examine IoT implementations
in learning institutes, their application areas, the themes presented, the models and
methodologies used, and the benefits. This study concentrated on publications from
2008 to 2017. The outcomes revealed that the utilization of IoT for tracking and tracing
a learner’s attendance had been one of the application areas of IoT in education. This
study further categorized the papers and presents novel research opportunities based on
concentrated themes and areas that had not been fully exhausted. Most research studies
employed qualitative methods, with a few utilizing a quantitative approach with surveys.
Research themes exhibited a shortcoming in other important themes, such as the models and
methodologies used for implementing IoT. Finally, the results of this study agree that IoT
implementation could help solve some issues
ARTICLE INFO in learning institutions like equity and quality
learning. The results from this research also
Article history: provide a base for future research works
Received: 5 August 2020
Accepted: 5 November 2020 on the successful implementation of IoT in
Published: 22 January 2021
learning institutions.
ISSN: 0128-7680
e-ISSN: 2231-8526 © Universiti Putra Malaysia Press
Ruth Chweya and Othman Ibrahim
INTRODUCTION
Integrating information and communication technologies in education has altered the
learning environment (Albion et al., 2015), resulting in several changes and various
improvements (Uzelac et al., 2015). The advancement of new technologies is as a result of
the Industrial Revolution (IR) 4.0 (Hussin, 2018). The expansion is guided by the advent
of artificial intelligence, the internet of things, and robotics, among others. The aim is to
align people and technologies for any upcoming possibilities.
Internet of Things (IoT) utilization has taken root in several aspects of life including
smart homes, factories, cities and learning surroundings (Chin & Callaghan, 2013; Marquez
et al., 2016; Uskov et al., 2016). More citations are in Appendix A. IoT projects have been
embarked upon to expand technologies like social networking and email, among others
(Want et al., 2015). This has been made possible by enabling IoT in objects to disseminate
information (French & Shim, 2016). As users’ needs grow, innovative applications are
being presented to track, control and automate peoples’ activities everywhere (Asghari
et al., 2019). For learners and instructors, the aim is to provide personalized services in
pedagogy to create an intelligent environment (Bagheri & Movahed, 2016; Bandara &
Ioras, 2016; Kamar et al., 2016).
IoT utilizes numerous subcomponents from different gadgets to attain the intelligent
surrounding (Uzelac et al., 2015). It also employs diversified gadgets to provide consistent
data dissemination (Kamar et al., 2016). Being an internetwork, IoT is significant
technologically, physically, and largely in the socioeconomic surroundings (Krotov, 2017).
Furthermore, the outfitting of a Wi-Fi facility, connected lecture halls, telecasting conference
amenities, online repository, and several improved applications are for educating better
leaners (ur Rahman et al., 2016).
In the current world, the educational climate revolution has led to an introduction of
various modern kinds of learning and innovations (Bandara & Ioras, 2016). This has inspired
the learning institutions to establish methods that can support learners and their growth
using the current instruction techniques (Njeru et al., 2017). With the implementation of
IoT in various environments, the main focus is to reshape every organization’s operations,
its objectives and policies (Onyalo et al., 2015). IoT aims to use heterogeneous networks to
permit millions of people, places and things to participate (Hsu & Lin, 2018). In learning,
the main objective is permitting physical space interactivity, to allow transmission of
information or to enable learning (Veeramanickam & Mohanapriya, 2017). Hence, IoT
needs to provide learner support in areas of personalized learning, interactivity, mobility,
and also accessibility (Bagheri & Movahed, 2016; Farhan et al., 2017; Moreira et al.,
2018). It can also lower the education costs and provision for quality education resources
as compared to the existing channels (Bagheri & Movahed, 2016; Roy et al., 2016).
The most significant trial in education is the implementation of open, cheaper and
quality guided global training environments (Jeffords et al., 2014). This comes amidst
several hindrances in education that, if eliminated, would provision for access and
immensely reduce the education costs (Aldowah et al., 2017). Hence, for the survival
of institutions in the present era, there is a need for significant tools to impart better
pedagogical actions to technology-savvy learners (Baker et al., 2016).
The key concentration areas of IoT applications have been smart cities, smart living,
smart homes, smart health, smart security, and other approaches. For instance, the use
of IoT in Smart homes (Stojkoska & Trivodaliev, 2017), IoT applications in Agriculture
(Gómez-Chabla et al., 2019) for a clear perspective on IoT innovations, IoT in agro-
industrial and environmental fields (Talavera et al., 2017) showing IoT utilization
(monitoring, control, prediction, and logistics), IoT applications in healthcare (Ahmadi
et al., 2019) showing various directions of IoT architecture in healthcare, IoT utilization
in food safety (Bouzembrak et al., 2019), IoT for smart cities (Mijac et al., 2017) which
reveals the infancy of IoT, and finally, IoT and supply chain management (Ben-Daya et
al., 2019), which indicate gaps in frameworks and models in the supply chain. Apart from
the mentioned, IoT has been speculated to enhance learning beyond the classroom area
(Aldowah et al., 2017; Roy et al., 2016).
Nowadays, learners need to access education in a cheaper way while they are away
from their study environments. Using gadgets that can allow anywhere and anytime access
for learners can somehow overcome the aforementioned difficulties. IoT technologies, by
supporting the learning process, can lower the cost for institutions (Bagheri & Movahed,
2016), ease resource sharing and also expand the quality of teaching (Farhan et al., 2017).
Looking at this area, there are several papers that have evaluated aspects of IoT in
education, the significance and benefits, and correlated technologies. To the best of the
researcher’s knowledge as per this study, there is a lack of reviews addressing models and
methodologies for implementing IoT in education. Hence, this paper presents a complete
review of IoT models and theories in the context of learning from 2008 to 2017. In execution
of the objective of this research, three research inquiries are presented below:
i. What are the predominant investigations on IoT, and the research concepts already
described?
ii. What are the dominant models and theories employed in the study?
iii. What key constraints and omissions are found in IoT investigation?
For this exploration, the review is organized as follows: Section 2 studies the method
employed for review including the protocol used, and the inclusion and exclusion criteria.
Section 3 illustrates the data synthesis and extraction, and highlights publication sources.
RELATED STUDIES
This subsection cross-examines similar reviews in IoT implementation in learning
environments. The objective is also to bring out the importance of IoT in learning
environments. Additionally, it purposes to show the extent of IoT implementation in the
learning context.
An exploration was conducted on IoT in education by Ramlowat and Pattanayak
(2019). It examined benefits of IoT and its implementation in different areas of education,
for instance distance studies, medical studies, computer science studies, among others.
The paper also discussed the application areas of IoT apart from education. Another study
was undertaken to review IoT smart campuses and their implementation (Zhamanov et
al., 2017). The study brought out the significance of IoT in flipped classes and gave a
comparison of it with the traditional methods. A different research looked at IoT and Big
Data (Kusuma & Viswanath, 2018). The researcher examined the significance of IoT and
Big Data in eLearning environments, and various eLearning procedures. A review on IoT
in education was done by (Kassab et al., 2020), concentrating on benefits and challenges of
incorporating IoT in educational areas and the curriculum. It also highlighted the challenges
hindering deployment of IoT, which were security, human issues, and scalability.
Incorporating IoT in learning environments is a promising solution to overcome
difficulties linked with high enrolment numbers and attaining equity. Accordingly, designing
a university campus with the incorporation of technology boosts the learner experience
(Aldowah et al., 2017). For instance, IoT has been utilized as a base for lifelong learning
with Radio Frequency Identification (RFID and Near Field Communication (NFC) (Gómez
et al., 2013) and also through learning analytics (Cheng & Liao, 2012). IoT has also been
employed for underprivileged students in rural areas with sensors and wireless connections
(Pruet et al., 2015). The outcome was an improved learner experience.
IoT has been incorporated in teaching and learning through pervasive technology (Chin
& Callaghan, 2013). This contributed to an enhancement in the governing of campuses,
while providing an effective delivery system for learning materials. IoT has been employed
to enhance learning through data mining for efficient and effective online teaching and
learning (Njeru et al., 2017). IoT has been applied to educational business models (Bagheri
& Movahed, 2016), leading to minimizing the cost of firms, lowering time wastage, and
bringing comfort to learners and educators. It eliminates the need for dedicated security
personnel by utilizing sensors and mobile gadgets. Finally, IoT has also been employed
in vocational and university education due to its many benefits (Kortuem et al., 2013).
Hence, regarding the previous studies, this research explores uncovered areas
through a comprehensive review. For instance, from the reviews undertaken, models and
methodologies for adoption are minimally explored. Besides, implementations of IoT in
learning have been maximally utilized.
REVIEW METHOD
Systematic literature inquiry is a methodical thorough analysis (Brereton et al., 2007). It
is not about the aggregation of every available affirmation on a research inquiry. However,
it aims to aid the creation of evidence-based suggestions for professionals. Research
conducted by Kitchenham (2004) brought out the below mentioned points for performing
similar evaluations:
• To give a summary of the already available evidence about technology. For instance,
summarize pragmatic indicators of the advantages, inclusive of shortcomings of
some definite procedure.
• To bring out any omissions in the latest explorations and to give suggestions for
any supplemental investigations.
• For the provision of background to correctly place emerging research activities.
Review Protocol
A review protocol outlines how a specific systematic review will take place to minimize
researcher biases. It encompasses the rationale for the survey, investigation inquiries to be
reported by the reviewer, the procedure to search the primary studies, procedures including
the criteria for the study selection, quality assessments checklists for individual studies
assessment, data extraction, and extracted data synthesis (Kitchenham, 2004). Figure 1
shows the selection process utilized in this research.
Table 1
Inclusion and exclusion measure
Search Strategy
An orderly search starts with deducing keywords and search terms built from the study
scope, literature, and discussions by the review team (Tranfield et al., 2003). The relevant
strings for the search are then decided upon. The search strategy is thereafter relayed
exhaustively to allow for future replication of the exploration. The examination procedure
consists of manual and automatic stages. The automatic stages recognized studies related
to IoT. In this study, the review was done from Scopus, Science direct, Taylor & Francis
Online, Springer, and Web of Science journals like Computer Communications journal,
International Journal of Development Research, Ad Hoc Networks and Wireless personal
communications, Future generation computer systems, IEEE transactions on Industrial
Informatics journal and others. Moreover, studies from conferences were also included
(for instance ACM International Conference on Advances in Social Networks, enabling
technologies: infrastructure for collaborative enterprises, Annual computer software and
Applications conference, Applied System Innovation (ICASI)) for the study. Besides these,
unpublished studies, conference proceedings, industry trials and even the internet material
were considered. However, the key output of the research was a whole list of articles and
papers where the review was grounded. Hence, the manual search process detailed the
specific conference proceedings and journal papers from the year 2008.
Quality Assessment
The quality assessment procedure outlines how to attain minimal biases with maximum
internal and external validation (Brereton et al., 2007). This section aims to check the
universal quality of the identified research articles. The full quality measure is in Appendix
C. The four criteria about this study are:
QA1: Whether the topic in this article is related to IoT
QA2: If the research methodology is well outlined in this article
QA3: Whether enough illustration is provisioned for the setting where the study took
place
QA4: If there is comprehensible information about the research intents
Each paper was assessed and later allocated a score of either high, medium, or low-
quality level. A mark of 2 was allocated to the articles that attained the measure. A mark of
1 was given to those that partially satisfied the criteria while a mark of 0 was allocated to
those that did not satisfy the criteria. High-quality papers scored a value of at least 5 and
above, a score of 4 was given to a medium rated paper, and low to those whose score was
below 4. As a result, 14 papers that did not meet the full criteria were removed from the
list. Overall, the study chose 49 papers. From Figure 3, it can be seen that a good number
of papers (62%) got a high score following these criteria, with 30% getting a medium score
and 8% getting a low score.
Low, 8%
Medium, 30%
High, 62%
Table 2
Extraction of data from main studies
publications from 2014 to 2017. This shows that the concept of IoT began recently, and it
is still not fully exhausted.
Chart Title
16
15
14
o 12
u
10
t
c 8 8 6
6 Journal publications
o 6 6
m Conference outcomes
e 4 3
2 2
1 1 1
0 0 0 0 0 0
2010 2011 2012 2013 2014 2015 2016 2017
Yrea of conference/journal
Citation Count
Table 3 shows that some of the chosen studies exhibited an elevated impact and some, a low
impact. The statistics were obtained from Google Scholar and they show rough evidence
on the paper citations. Likewise, there are not many studies that have been done on IoT
in learning institutions before 2017. There are low rates in terms of adoption for learning
institutions. About 12 studies have a citation count of more than 100, with the rest falling
below 100. As low as 10 articles were cited as low as 10 times. One study lacked a citation.
Conversely, as per this study, most of the papers have been published from 2015 and it is
expected of them to have low citation count.
Table 3
Citation count
Table 3 (Continued)
Table 3 (Continued)
Methodologies of Research
Figure 6 exhibits all the study methodologies employed in the initial exploration. It shows
that most of the studies found in literature employed the qualitative methodology. Few
studies employed the quantitative method. Besides, those that employed quantitative
methodology utilized the survey method. Appendix D also gives the full details of the
methodologies and methods.
OUTCOMES
R-Q1: What are the predominant investigations on IoT, and are the research concepts
already described?
As from literature, there are three main categories of IoT: monitoring and control,
big data and business analytics, and information sharing and collaboration (Lee & Lee,
2015). The detailed analysis of the selected studies was based on their similarities. This
is in terms of factors that influence IoT adoption or its related technologies in learning
institutions. As per the evaluated publications and for feedback to the research inquiries,
the investigation brings out five main categories of articles related to the subject of study,
as shown in Figure 7.
Adoption
At the onset, we include studies with details on the adoption and inclusion of IoT in
learning. Selected studies discuss elements that may impact the utilization of IoT. Few
studies in this research have examined the adoption of IoT through models and frameworks,
while highlighting important factors for successful implementation (Barreto et al., 2015;
Kalashnikov et al., 2017; Li et al., 2012). However, research by Moreira et al. (2018)
suggests that successful acceptance and introduction of IoT in learning institutions depends
on the perception and inclination of educators, politicians, and society.
Benefits
Few studies have shown how to achieve benefits from IoT. Hence, IoT has attracted many
in recent years, changing the landscape of disseminating information in the virtual world,
interchanging details, convenience, and practicality (Ali et al., 2017). In global higher
education, IoT is explicitly linked to the betterment of economic development, new
research, and innovation (Bandara & Ioras, 2016). For example, IoT provides ways in which
new opportunities can be utilized to merge various smart devices for learning (Niyato et
al., 2016). The outcome is an advanced computing environment. Following this, system
efficiency, safety, and security, upgraded trading opportunities and an income stream will
be achieved. For instance, a study was done on developing a design to incorporate IoT-
linked revolutions by the suburban poor (Roy et al., 2016). The result showed that IoT could
improve the quality of education. This is through the acquisition of enhanced educational
resources and the provision and availability of massively online open courses. Chen et al.,
(2014) in contrast looked at the benefits of IoT in terms of opportunities available for IoT.
R-Q2: What are the dominant models and theories employed in the study?
Most of the theories and models employed were grounded on the organizational level.
However, some articles utilized individual-level theories. Many theories were related to
technology adoption, entailing the incorporation of more than one single theory (Hameed
et al., 2012). However, in this study, few researchers had utilized theories and theoretical
models to expound on the adoption of IoT. A few theories that were employed included the
Theory of Planned Behavior (TPB), Diffusion of Innovation (DOI), Technology Readiness
Index (TRI), and Technology, Organization and Environment (TOE).
4
Frequency
0
Technology, Environment Diffusion of Innovation theory Technology Readiness Index Theory of Planned behaviour Technology Acceptance
and organization(TOE) (DOI) Model
Model/Theory
From Figure 8, TOE was found to be the most widely used theory in institutions
planning, to adopt and use IoT. TOE by Tornatzky and Fleischer (1990) was developed
to evaluate and analyse the present organization’s conditions concerning the adoption
and implementation of innovations. For instance, Aboelmaged (2014) mentioned that the
TOE framework was strong theoretically and empirically, and hence helpful in the study
of readiness, adoption, and implementation of various applications. The next theory is the
DOI theory by Rogers (2003), that describes the willingness or non-willingness to adopt
a new technology. Rogers (2003) argued that faster innovations to adopt were those that
offered more relative advantage, compatibility, simplicity, trialability and observability. DOI
tries to predict an innovation’s adoption behaviour according to the personal characteristics
related to the innovation (Samiee & Rezaei-Moghaddam, 2017).
TRI describes people’s tendency to accept and use new technologies to achieve goals
in home life and work (Parasuraman & Colby, 2015). The model assesses an individual’s
willingness to grab and utilize innovations at his quarters and duty (Parasuraman, 2000).
Studies have applied TRI in assessing important factors for the successful implementation
of technologies. For instance, Al-Shareem et al., (2015) emphasized on external reasons
influencing preparedness to adopt public and private partnerships, Lin and Hsieh (2007)
emphasized the role of technology readiness in self-service technology acceptance,
and Thakur and Srivastava (2014) emphasized on readiness to adopt through TRI. TPB
developed by Ajzen (1991) has been used to predict human behaviour in different fields. It
hypothesizes that a person’s conduct is as a result of three elements; a person’s mentality
toward behaviour, subjective standards, and perceived behavioural control (Cheon et al.,
2012). TPB can be used to study wide areas of acceptance of technology (Oye et al., 2014).
The significant expectation of TPB is to catch those motivational variables and intentions,
to speculate an individual effort (Ho et al., 2017).
R-Q3: What key constraints and omissions are found in the IoT investigation?
This study examined a sum of 148 papers to gather more knowledge and insight on IoT
adoption in learning. However, it can be seen that the higher learning institutions have not
fully utilized the technology. Only 49 papers were deemed relevant for this study. Therefore,
there is a need for a better understanding of the technology to prepare organizations for
its adoption. Possibly, the quantitative design approach would provide more insight into
this analysis area.
Despite several articles on the adoption of IoT, recent academic literature on IoT
adoption for learning institutions has shown a gap in models for readiness to adopt and use
IoT. Researchers (Bourrie et al., 2015) argued that organizational readiness was reflected
in the beliefs, attitudes, and intentions of members of an organization. Hence, much effort
and detail are required to improve the impression and arrangements in institutions (Moreira
et al., 2018). Sabi et al. (2016) also ascertained that consideration of the existing social
and cultural conditions needed evaluation to avoid failure in the technology adoption
process. Additionally, some studies pointed out the need to address privacy and security
difficulties (Atzori et al., 2010; Bagheri & Movahed, 2016; Bibri, 2015). Very little research
concentrated on the significance of user behaviour in IoT implementation; while other
studies focused on the benefits, general discussion on IoT (including challenges, factors,
technologies, and future directions), adoption and actual usage by organizations, and
significance of the technology.
number of papers in this field because of the significance of this subject in learning. It was
noted that most studies were linked to monitoring learning activities. The rise in student
population and need for quality learning requires the transition from traditional learning
to personalized study. The level of device connectivity furnished by IoT necessitates an
enriched learning process for students around the globe (Mrabet & Moussa, 2017). Besides,
IoT technologies extend learning by generating sources of data for gathering and inspecting
learners’ studies individually (French & Shim, 2016). This is one way to transform the
traditional pedagogy to the current learning methods through IoT. Another application of
IoT is outdoor learning through RFID (Tan et al., 2007). Educators can design varying
educational applications in areas with low capacity to relay information. The outcome is
enhanced student creativity and improved skills from new knowledge.
Achieving quality learning in the face of continuous expansion is critical. As the
learner’s requirements have been altered with the evolvement of new technologies, using the
best tools for strong pedagogy to the technology savvy population is important. Moreover,
having the best decisions to improve the success of learners and institutions is also crucial.
Hence, the need to utilize IoT, as per this study can help get valuable insights. There is a
need for more research in learning environments.
From the review, the universal quality of the identified research articles yielded that
62% of the papers had a high score, 30% had a medium score, and 8% had a low score.
Furthermore, most studies did not use any method, while majority (68%) used the qualitative
technique. According to this study, very few authors used the quantitative method (23%),
hence this is something that needs further exploration. This study may have failed to
examine every existing literature item. Nevertheless, the aim is to furnish information on
this growing technology to both, stakeholders, and practitioners. Based on this study’s
categorization of literature, it can be seen that using IoT for tracking and tracing objects
and people has been the norm. Hence, the benefits and improvements resulting from IoT
have still not been fully utilized in learning.
Concerning the predominant models and methodologies, this study found few
utilizations. Since IoT can improve the society, making learners more linked while having
independent control is key in the future eLearning vision. IoT can provision for improved
infrastructure robustness, scalability, continuous communication and can save on learner
costs. Furthermore, using IoT will create learner flexibility, expand learning materials,
upgrade teaching and learning, and bring agility. It is crucial that stakeholders consider this
evolving technology and actively deploy it in learning environments. With the continuous
enrolment of learners in educational institutions, a major issue is extending learning services
to a wider location. Implementing IoT has significant benefits that make it preferable for
expanding teaching and learning. Therefore, selecting a good model and methodology for
implementing IoT is crucial. Major issues like security and privacy need to be handled,
as they inhibit the spread of IoT. This study did research comprehensively on IoT for
learning institutions through more than 120 authors and various studies. However, it was
not possible to capture every research.
There are gaps identified concerning IoT in learning from this review, which are further
elaborated on as follows:
• There is a miss on the models that provide direction on IoT adoption in education
with defined guidelines. The aim is to help learning institutions in deploying IoT.
IoT will impact planning, quality learning and decision making, among other issues.
• There are many barriers to implementing IoT in learning from the people
and organizational context. There is a need to clearly understand the peoples’
perspective and their preparedness. Research by Moreira et al. (2018) suggests
the need for preparedness from stakeholders and educators. There are not many
studies addressing the issue of preparedness among other challenges.
Overall, after all the analysis was done, the study concludes that the use of IoT can
be of great benefit if more research is undertaken. The findings from this review will
assist university policy makers to make better decisions regarding implementation and
deployment of IoT. IoT is among the technologies that can play an important role in
enhancing quality learning, increasing knowledge acquisition, and lowering study costs.
IoT is expected to improve learning, enhance quality education, and save on costs while
overcoming learning inequities. More study can be done on the technologies used in various
IoT implementations in learning, with a comparison on which one suits best. This study
acts as a basis for researchers in getting more research ideas on IoT in learning.
ACKNOWLEDGEMENT
Our appreciation goes to everyone who provided guidance and support to this study.
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Appendix A
Defining Internet of Things
Appendix B
Primary study references
Study ID References
I1 Ali, M., Bilal, H. S. M., Razzaq, M. A., Khan, J., Lee, S., Idris, M., . . . Kang, B. H. (2017). IoTFLiP:
IoT-based flipped learning platform for medical education. Digital Communications and Networks, 3(3),
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I2 Atzori, L., Iera, A., & Morabito, G. (2010). The Internet of Things: A survey. Computer Networks, 54(15),
2787-2805.
I3 Bagheri, M., & Movahed, S. H. (2016). The Effect of the Internet of Things (IoT) on Education Business
Model. In 2016 12th International Conference on Signal-Image Technology & Internet-Based Systems
(SITIS) (pp. 435-441). IEEE.
I4 Bayani, M., Leiton, K., & Loaiza, M. (2017). Internet of Things (IoT) Advantages on E-learning in the
Smart Cities. International Journal of Development Research, 7(12), 17747-17753.
I5 Bibri, S. E. (2015). Democratizing AmI and the IoT: The Power and Influence of Social Innovation and
Participative and Humanistic Design The Shaping of Ambient Intelligence and the Internet of Things (pp.
239-301): Springer.
I6 Chen, N.-S., Cheng, I.-L., & Chew, S. W. (2016). Evolution is not enough: Revolutionizing current
learning environments to smart learning environments. International Journal of Artificial Intelligence in
Education, 26(2), 561-581.
I7 Chen, S., Xu, H., Liu, D., Hu, B., & Wang, H. (2014). A vision of IoT: Applications, challenges, and
opportunities with china perspective. IEEE Internet of Things Journal, 1(4), 349-359.
I8 Coccoli, M., Guercio, A., Maresca, P., & Stanganelli, L. (2014). Smarter universities: A vision for the
fast changing digital era. Journal of Visual Languages & Computing, 25(6), 1003-1011.
I9 Demirer, V., Aydın, B., & Çelik, Ş. B. (2017). Exploring the Educational Potential of Internet of
Things (IoT) in Seamless Learning. The Internet of Things: Breakthroughs in Research and Practice:
Breakthroughs in Research and Practice, 1.
I10 Domingo, M. C. (2012). An overview of the Internet of Things for people with disabilities. Journal of
Network and Computer Applications, 35(2), 584-596.
I11 Farhan, M., Jabbar, S., Aslam, M., Khalid, S., Hammoudeh, M., Khan, M., & Han, K. (2017). IoT-based
students interaction framework using attention-scoring assessment in eLearning. Future Generation
Computer Systems, 79, 909-919.
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Appendix C
Quality evaluation measure
Appendix C (Continued)
Appendix D
Distribution of research methodologies
Distribution of research methodologies
ID Instigator(s) Article Name Intent Theory/ Method Details
Framework collection
process
1 Dijkman et al. Business Presenting a none mixed Interviews
(2015) models for framework for and Surveys
internet of developing
things business
models for IoT
application
Appendix D (Continued)
Appendix D (Continued)
Appendix D (Continued)
Appendix D (Continued)
Appendix D (Continued)
Appendix D (Continued)
Appendix D (Continued)
Appendix D (Continued)
Appendix D (Continued)
Appendix D (Continued)
Appendix D (Continued)
Appendix E
Additional article (Book Chapter)
ID References Name Aspiration
81 Bibri (2015) The Shaping of Ambient The book explains how Ambient Intelligence
Intelligence and the (AMI) and IoT utilizations of scientific discovery
Internet of Things merge with various implementations in the
spheres of the European society. It positions AmI
and the IoT developments and innovations as
modernist science–based innovation enterprises
in a volatile and tense relationship.